Using Online Peer Review through Discussion via Schoology to Enhance College Students' Proficiency in Argumentative Writing: A Case Study

DOI

10.2991/ictte-17.2017.55How to use a DOI?

Keywords

schoology; peer review; discussion; online; argumentative writing

Abstract

Due to its difficulties, many students find that writing is challenging and many teachers struggle to find effective methods to teach the skill. The primary aim of this study is to review the use of Schoology, a Learning Management System (LMS) with its peer review and discussion feature to enhance the proficiency of students in argumentative writing. The method used in this study is a case study. Subjects of this research is the second semester college students of English Education Department in Sebelas Maret University. In general, this paper reports the result of a case study research mainly talking about (1) how to enhance college students' proficiency in argumentative writing, (2) innovative teaching practice on argumentative writing for intermediate students by using the benefits of online peer review through discussion via Schoology.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Hasan Zainnuri
AU  - Dewi Cahyaningrum
PY  - 2017/10
DA  - 2017/10
TI  - Using Online Peer Review through Discussion via Schoology to Enhance College Students' Proficiency in Argumentative Writing: A Case Study
BT  - Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)
PB  - Atlantis Press
SP  - 486
EP  - 494
SN  - 2352-5398
UR  - https://doi.org/10.2991/ictte-17.2017.55
DO  - 10.2991/ictte-17.2017.55
ID  - Zainnuri2017/10
ER  -