Integrating Seamless Learning within a Peer-Assisted Learning Center to Develop Student English Academic Writing Skills

Autor/inn/en	Devere Bacon, Edward; Satienchayakorn, Natakorn; Prakaiborisuth, Penpitcha
Titel	Integrating Seamless Learning within a Peer-Assisted Learning Center to Develop Student English Academic Writing Skills
Quelle	In: rEFLections, 28 (2021) 2, S.147-167 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1513–5934
Schlagwörter	Mentors; Feedback (Response); Laboratories; Writing Skills; Skill Development; Informal Education; Second Language Learning; Language Tests; English for Academic Purposes; Academic Language; Undergraduate Students; Student Participation; Late Adolescents; Private Colleges; Foreign Countries; Peer Teaching; Thailand; International English Language Testing System + Suchen Sie Ihr Suchwort? Laboratory; Laboratorium; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Informelle Bildung; Nichtformale Bildung; Zweitsprachenerwerb; Language test; Sprachtest; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Halbstarker; Privathochschule; Ausland; Peer group teaching; Peer Group Teaching; Language tests; English; Englisch
Abstract	Although an emerging field, seamless learning (SL) can be a powerful tool, and in this study, it was integrated into a peer-assisted learning (PAL) center in such a way to concentrate on the development of undergraduate English writing skills in Thailand. This quasi-experimental quantitative and qualitative study was conducted at an international college, where the control and experimental groups consisted of 18 and 17 research participants, respectively. The objective of this study was to examine whether student involvement in a seamless learning-focused PAL center could help develop academic writing skills of undergraduate students in an international faculty at a private university in Thailand. In this study, the instrument utilized to elicit and collect information was in the form of a sample IELTS writing test, which mirrored Task 2 of the examination. Those providing peer feedback to the participants were their fellow classmates who had achieved a CEFR English level of B2 or higher. There was a total of 48 student peer-mentors (SPMs) in this study. Based on the findings of this study, it can be concluded that by integrating SL into a PAL center, it could significantly develop undergraduate student writing skills. With more and more university faculty budgets becoming smaller, higher educational institutions are being influenced to become more creative in adopting more fiscally responsible academic projects, and seamless learning-focused PAL centers could be implemented in such a way to develop undergraduate student writing skills at little or no cost to universities. The research implications for this study offer a framework on how to better develop academic writing skills for undergraduate students. (As Provided).
Anmerkungen	King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01