Using Online Peer Review through Discussion via Schoology to Enhance College Students' Proficiency in Argumentative Writing: A Case Study
- https://doi.org/10.2991/ictte-17.2017.55How to use a DOI?
- schoology; peer review; discussion; online; argumentative writing
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.
- © 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/).
Cite this article
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 - https://doi.org/10.2991/ictte-17.2017.55 ID - Zainnuri2017/10 ER -