Emergency remote teaching adaptation of the anonymous multi-mediated writing model

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dc.authorid0000-0003-2136-4391en_US
dc.authorscopusid2-s2.0-85146087751en_US
dc.authorwosidA-2034-2016en_US
dc.contributor.authorRazı, Salim
dc.date.accessioned2024-01-24T08:26:44Z
dc.date.available2024-01-24T08:26:44Z
dc.date.issued2023en_US
dc.departmentFakülteler, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü
dc.description.abstractCovid-19 related transfer of instruction to digital platforms has heightened the complications involved in teaching writing, including assessment problems regarding the increased risk of academic misconduct incidents. This study aimed at scrutinizing how the revised anonymous multi–mediated writing model fits emergency remote teaching (ERT), ensuring the promotion of academic integrity. The revised model was implemented throughout a two–semester freshmen “Writing Skills” course via a mixed methods triangulation research design in the ELT department of a university in Türkiye. Quantitative data came from writing assignments and peer feedback analyses, whereas qualitative data were retrieved through reflection papers and interviews. Students' ERT scores were compared to pre-Covid face-to-face (F2F) learning scores, revealing no significant differences; confirming that students’ performances were similar in F2F or ERT without any increase in academic misconduct in ERT. The AMMW model worked well in ERT by enabling scaffolding through asymmetrical and symmetrical asynchronous online feedback, with the integration of a rubric as the learning tool. Qualitative findings revealed the limitations of online teaching, especially regarding the importance of teacher–student(s) interaction. As an anthology of L2 writing practice amid the Covid-19 outbreak, this study may help other academics to cope with cases resembling those presented here.en_US
dc.identifier.citationRazı, S. (2023). Emergency remote teaching adaptation of the anonymous multi–mediated writing model. System, 113, 102981. https://doi.org/10.1016/j.system.2023.102981en_US
dc.identifier.doi10.1016/j.system.2023.102981
dc.identifier.issn0346-251X
dc.identifier.issn1879-3282
dc.identifier.scopus2-s2.0-85146087751
dc.identifier.urihttps://doi.org/10.1016/j.system.2023.102981
dc.identifier.urihttps://hdl.handle.net/20.500.12428/5376
dc.identifier.volume113en_US
dc.identifier.wosWOS:000923033300001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorRazı, Salim
dc.language.isoen
dc.publisherElsevier Ltden_US
dc.relation.ispartofSystemen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAcademic integrityen_US
dc.subjectAnonymous multi–mediated writing modelen_US
dc.subjectAsynchronous online peer feedbacken_US
dc.subjectAsynchronous online teacher feedbacken_US
dc.subjectERT (Emergency remote teaching)en_US
dc.subjectPreventing plagiarismen_US
dc.titleEmergency remote teaching adaptation of the anonymous multi-mediated writing model
dc.typeArticle

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