Especially regarding the passage writing, after submitting their passage, the students received oral feedback and corrections from the teacher. The feedback
and corrections about the grammatical mistakes were given generally for the whole class. This still provided the students with input, but could not tell the
students where the mistakes took place in the passage in specific. As a result, some students thought that the passage correction was very helpful and others saw
it just fairly. As for the opportunities to write modified comprehensible output, the students got them when given a chance to revise.
The passage comments are not so specific. But we can see from the passage
scores. So we can see which parts to revise. SV42
After receiving comments on their passage or sentences, they could use these as inputs or considerations for writing the revision and thus improve their
next sentences and passages. As the students were engaged in this process, they were producing modified comprehensible output. In short, the web-based class
aspects, such as grammar explanation from the web and the teacher, the writing exercises, and the comments and corrections form the teacher and the classmates,
supported the students learning in terms of language input and production.
c. Attention to the learning process
As suggested by Egbert, Chao, and Hanson-Smith 1999, attending the students to the learning process can be done by providing a certain degree of
metacognitive guidance, such as explanation, instruction, and examples about how to learn. This principle is also implemented in the web-based Sentence Writing
class. In fact, based on the questionnaire results, the statements regarding attention to the learning process got the total high score of 3.79. Here, the students
confirmed affirmatively that they were given enough explanation and examples on how to learn using
ELTGallery
from the teacher and the website. The interview responses also support this.
I get the explanation of learning using ELTGallery from the teacher and by reading the instruction in the website
MD47. ... The two sources of explanation are both clear
MD49. ... All are clear, including what we are supposed to do and the deadlines MD50.
Yes, the teacher explained to us the instructions everytime before learning using the ELTGallery NP38 ... Yes, we were shown the examples through
the web and in the class NP39 It did need to also have explanations by the
teacher to make it instruction provided in the web clearer and unambiguous
. NP40
The students received clear explanations on how to learn using
ELTGallery
from the teacher and by reading the instructions in the website. The explanations were
also completed with direct examples which made the students understand easily and follow the instructions correctly.
In addition, grammar practice also encouraged the students to learn actively.
since we had to get at least 7 for the grammar practice before writing
sentences we got motivated to understand the material. Because when we already understood the material, we can finish the grammar practice, and
then complete the passage writing on time. LN35
That before writing sentences we had to get at least 7 for the grammar practice is so good. So, we become motivated. The higher the score, the
higher the points. The students can try for several times . I really like it.
SV53
Besides the clear explanation, the grammar practice in this class also motivated the students to learn more as it challenged them to get the score at least 7 before
they could proceed with the sentence writing exercise. Once the students understood the guidance given to them, they could take the learning opportunities.
From the clear instructions and explanation in the web and from the teacher, the Sentence Writing students were aware that they had the opportunities to improve
their scores and participation. Further, as indicated from the questionnaire results, the students took the opportunities to improve their scores and participation as
well as their grammar knowledge and writing skills by doing all the grammar and sentence writing exercises. This is confirmed by the students in the interview:
Yes, from that the opportunity to improve scores and participation by doing the grammar practices and writing as well as correcting sentences, the
students must be active, visiting ELTGallery constantly, so that their writing skills improve MD53. ... Yes, I often visit ELTGallery and give comments,
so that my score improves.
MD54 Oh my, that the opportunity to improve scores and participation really helps
to improve out scores. Because in general our scores are not really good in grammaticality check NP42. ... Yes, I do really advantage that, because if
not, I might have got a C
. NP43
In Sentence Writing class, the students had the chance to check their learning progress in “Check Records” menu in the website. That is why, the students could
predict their grades. The interview results confirmed that the students were aware that they had the opportunities to improve their learning and they did take the
opportunities. Indeed, the students were directed to attend to the learning process in Sentence Writing class. The aspects of the web-based Sentence Class that
played an important role to realize this were the explanations on how to learn using the web both form the teacher and the web and opportunities to check
learning progress from “Check Records” menu that triggered their learning awareness and motivation; challenging grammar practices that also motivated
them to learn; and opportunities to improve scores and participation through grammar exercise and sentence and passage comment that the students could take
to engage more with the learning process.
d. Learner autonomy
