Academic literature on the topic 'PBworks Writing Skills Undergraduate Online Tool'

The study investigates students' perceptions of Quillbot, an online tool for paraphrasing. The research involved 30 English undergraduate students in their fourth semester using descriptive quantitave. Data was collected through questionnaires. Results showed that 66% of students found Quillbot helpful in paraphrasing their writing, while 70% believed it enhanced vocabulary. 63% believed it improved sentence structure, and 60% felt it improved writing skills. 76% agreed that QuillBot helped choose appropriate language for paraphrasing, and 77% felt more confident in their writing. Overall, students had positive perceptions of Quillbot.

Communication skills such as writing and speaking contribute to learners' satisfaction with school life, academic achievement, and improvement of adaptability. In particular, the extracurricular activities experienced during college affect the acquisition of key qualities necessary for social life. The purpose of this study is to identify the extracurricular programs that affect the writing and speaking ability of college students. To confirm the purpose of this study, data were collected through an online survey conducted from April to May 2022 for current students at 4-year E-University located in Gyeonggi-do. The measurement tool is the Korea-National Survey of Student Engagement (K-NSSE). The Undergraduate Education Satisfaction Survey is a diagnostic tool that can obtain objective information on the quality and performance of undergraduate education by diagnosing undergraduate students' learning participation, learner psychology, high-efficiency program participation, and student performance. For the analysis method, frequency analysis and descriptive statistical analysis were performed. In addition, correlation analysis was performed to examine the validity between variables and to confirm multicollinearity. Finally, multiple regression analysis was performed to verify the influence of the non-examination program on the writing and speaking ability of college students. Results showed that the extracurricular program on the writing ability of college students had an influence in the order of learning mentoring, freshman orientation, professor's research project, and learning community activity. Moreover, the extracurricular program that affected the speaking ability of college students had an influence in the order of learning mentoring, professor's research project, freshman orientation, and learning community activity.

This study investigates the attitudes of international undergraduate students in India toward Zoom-based learning and its implication on the willingness to communicate using four skill areas: speaking, reading, writing, and listening. The study was conducted at Aligarh Muslim University, sampling 46 undergraduates studying in different departments. Data were collected quantitatively through an online questionnaire and analyzed using the SPSS. Results of the descriptive statistics indicated that international students in India have positive attitudes toward Zoom-based language learning. Although they perceive it as an interesting novel learning tool, they prefer face-to-face to online learning. The results showed that Zoom is a flexible, encouraging tool, providing real-time interaction and participation and immediate teacher feedback. Based on the findings, this learning mode has a relatively high effect on reading and listening skills and a low effect on speaking and writing skills. In light of these findings, the study recommends that teachers exert effort in involving students in speaking and writing during Zoom sessions. It also suggests that teachers and learners integrate Zoom-based learning more effectively.

Social media is becoming a more active and accessible medium for learners all around the world to acquire the English language. A growing body of study is examining how people learn and use language in the digital age, and one such area of study is social media-based English language learning. This systematic review of the literature aims to provide an overview of social media, specifically WhatsApp, as a tool for learning English writing skills in existing literature. This review maps the experiences of learners with learning outcomes related to writing skills as they relate to WhatsApp. To examine the literature that was accessible for the study, a systematic review was conducted. This systematic review complies with the statement of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. The review procedure included a thorough search of electronic databases like Web of Science, Google Scholar, Science Direct, and Scopus. The research articles, which were published between 2013 and 2022 were included in the search. The purpose of this systematic research is to investigate WhatsApp Messenger’s potential to help undergraduate EFL learners improve their writing skills. The review gives a summary of the body of research on the use of WhatsApp for writing instruction, including studies examining the app’s possible benefits for undergraduate EFL learners’ writing skills. Out of n = 90 research studies n = 20 research studies met the inclusion criteria for this systematic review. Among all those 20 studies, researchers adopted (n = 13; 65%) quantitative research methodology. According to the results of this systematic review, WhatsApp gained popularity among researchers in 2019 and 2021, and at that time, there were more studies conducted. The country-wise context of the research studies revealed that Saudi Arabia (n = 4; 20%) has made a significant contribution to the body of studies in which it was discovered that WhatsApp is a highly useful learning tool for improving the writing abilities of undergraduate EFL learners. Future research should explore WhatsApp’s impact on enhancing English writing skills among undergraduate EFL learners, considering diverse contexts and instructional strategies. Educators are encouraged to integrate WhatsApp for group projects, create engaging online environments, and continuously assess teaching methods. Additionally, research could investigate educators’ perspectives on WhatsApp-based approaches and explore the role of other social media tools, like Instagram, YouTube, and Facebook, in enhancing various English language skills.