Abstract
Appropriate strategies are currently highly demanded to assist EFL bachelor students in enhancing their English writing skills, especially in synchronous lectures. However, the development of various Web 2.0 tools and applications in recent years has further enriched teaching and influenced the learning mode. To that end, this study investigated the perceptions of EFL students towards the impact of digital sticky notes on enhancing their engagement levels and English writing skills. To reach this goal, the researchers used a quantitative approach to investigate 39 bachelor students’ perspectives toward the role of using digital sticky notes to improve their engagement level in English synchronous lectures and writing skills. The results emphasize that using colorful digital sticky notes makes online discussion more engaging and interactive and helps students identify their errors, fix them, and avoid repeating them in subsequent activities. In addition, the study found no significant differences in student perceptions based on years of study, major specialization, prior online learning experience, or familiarity with digital tools. This suggests that digital sticky notes are effective across diverse student populations. Considering these results, the researchers recommend that educators design activities that facilitate peer feedback and self-assessment using digital sticky notes and investigate the best practices for integrating digital sticky notes into different EFL learning contexts.
Presenters
Ayat TaraziAssistant Professor, Faculty of Humanities and Educational Sciences/ Teaching English Methods Department, An Najah National University, Palestinian Territory José Luis Ortega-Martín
Full Professor, University of Granada, Scientific Director, Common Ground Research Networks, Granada, Spain
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Digital Sticky Notes, EFL Students' Perceptions, Synchronous Learning, Online Engagement, English Writing Skills, Higher Education
