Exploring the Pedagogical Use of Social Learning Platforms in Tasks of Self-Editing and Peer-Assessment for Enhancing English Writing Competence among Elementary ESL Learners

Abstract

This study aims to explore the pedagogical potential of social learning platforms for supporting English as Second Language (ESL) learners at the elementary school level in Hong Kong to enhance their English writing competence through the tasks of self-editing using Google Drive and peer-assessment using Edmodo in everyday English writing classes. An empirical research which combines qualitative and quantitative methods is planned to investigate the process and impact of the designed technology-supported pedagogy in the real classroom environment. Two classes of Grade 4 ESL learners will be invited for a two-month trial teaching period. One class will be randomly selected as the experimental class for the arrangement of drafting and self-editing their English writings using Google Drive on their own, and then working in pairs to peer-assess writing compositions with feedback provision through interaction on Edmodo; while the other class as the control class to undertake the same learning tasks without the use of social learning platforms. The empirical research will conduct attainment tests, content analysis of student artifacts, questionnaire surveys and semi-structured focus group discussions to investigate the impact of the designed technology-supported pedagogy on the achievements, processes and perceptions of learners in the development of English writing competence through self-editing and peer-assessing the writing products. This study will contribute to pedagogical innovations in the use of social learning technology for the effective development of high-level linguistic knowledge among elementary ESL learners.