The Presentation of Students’ Critical Thinking Skill in Writing Essays with Microlearning Strategy and E-portfolios Integration

Ratih Laily Nurjanah

Abstract


The microlearning strategy aims to overcome the decrease in students' span of focus, presenting learning materials in small portions due to technology exposure. E-portfolio aims to support students’ needs of involving technology in learning progress while developing critical thinking skills. This study aims to present the learning activities in writing essays based on the principles of microlearning while utilizing e-portfolios and describes the students’ critical thinking skills involved. The research was conducted as a case study involving a research diary observing the learning activities and critical thinking, and interview questions to gather students’ perceptions on their experiences utilizing microlearning and e-portfolio. The data were collected by performing observation in an Academic Writing class involving 80 students, and note-taking while learning happened in the classroom. Ten students were selected as respondents for further interview, and the responses were analysed with the thematic analysis technique. The findings showed that students took numerous small steps, starting from exploring a topic, elaborating a paragraph, and revising an essay before finally producing an essay. The students showed positive perceptions of the use of microlearning strategy and e-portfolios, saying that both were enjoyable and flexible. Various critical thinking skills shown by students during the process of essay writing were open-mindedness, communication, problem-solving, creativity, and analysis. It is important to view students’ small process and ensure students’ deep understanding of a topic instead of focusing on the final results.

Keywords


e-portfolios; english language teaching; microlearning; writing skill

Full Text:

PDF

References


Ahmad, M., Mahmood, M. A., Siddique, A. R., Imran, M., & Almusharraf, N. (2024). Variation in academic writing: A corpus-based investigation on the use of syntactic features by advanced L2 academic writers. Journal of Language and Education, 10(3), 25–39. https://doi.org/10.17323/jle.2024.21618

Al Maktoum, S. B., & Al Kaabi, A. M. (2024). Exploring teachers’ experiences within the teacher evaluation process: A qualitative multi-case study. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2023.2287931

Alamri, W. A. (2019). Effectiveness of qualitative research methods: Interviews and diaries. International Journal of English and Cultural Studies, 2(1), 65–70. https://doi.org/10.11114/ijecs.v2i1.4302

Amanda, F. F., Sumitro, S. B., Lestari, S. R., & Ibrohim. (2024). Enhancing critical thinking and problem solving skills by complexity science-problem based learning model. Multidisciplinary Journal of Educational Research, 14(1), 96–114. https://doi.org/10.17583/remie.9409

Aston, K. J. (2023). ‘Why is this hard, to have critical thinking?’ Exploring the factors affecting critical thinking with international higher education students. Active Learning in Higher Education, 25(3), 537–550. https://doi.org/10.1177/14697874231168341

Bar-Tal, D., Vered, S., & Fuxman, S. (2021). Between open-minded critical thinking and closed-minded allegiance: Educational tensions in societies involved in intractable conflict. Advances in Political Psychology, 42(1), 3–28. https://doi.org/10.1111/pops.12687

Chang, S. L., & Kabilan, M. K. (2024). Using social media as e-Portfolios to support learning in higher education: a literature analysis. Journal of Computing in Higher Education, 36(1), 1–28. https://doi.org/10.1007/s12528-022-09344-z

Darwin, Rusdin, D., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of efl students’ perceptions, benefits, and limitations. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2023.2290342

Davis, M. H. (2014). Portfolio Assessment. June. https://doi.org/10.3138/jvme.32.3.279

Dawadi, S. (2021). Thematic analysis approach: A step by step guide for elt research practitioners. Journal of NELTA, 25(1–2), 62–71.

de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38(2), 105–134. https://doi.org/10.1007/s11251-009-9110-0

Dewi, D. K. (2016). Improving critical thinking in academic writing through portfolio in higher education. 1st UPI International Conference on Sociology Education (UPI ICSE 2015). https://doi.org/10.2991/icse-15.2016.89

Dias-Oliveira, E., Pasion, R., Vieira da Cunha, R., & Lima Coelho, S. (2024). The development of critical thinking, team working, and communication skills in a business school–A project-based learning approach. Thinking Skills and Creativity, 54(November), 101680. https://doi.org/10.1016/j.tsc.2024.101680

Gandimathi, A., & Zarei, N. (2018). The impact of critical thinking on learning english language. Asian Journal of Social Science Research, 1(2), 1–10.

Ghafar, Z. N. (2023). Microlearning As a Learning Tool for Teaching and Learning in Acquiring Language : Applications , Advantages , And Influences on the Language Microlearning As a Learning Tool for Teaching and Learning in Acquiring Language : Applications , Advantages , An. March. https://doi.org/10.53103/cjess.v3i2.127

Ghafar, Z. N., Abdullkarim, S. T., Mhamad, L. M., Kareem, R. A., & Mahmud, T. I. (2023). Microlearning as a learning tool for teaching and learning in acquiring language : applications , advantages , and influences on the language. Canadian Journal of Educational and Social Studies, 3(2), 45–62. https://doi.org/10.53103/cjess.v3i2.127

Gherman, O., Turcu, C. E., & Turcu, C. O. (2021). An approach to adaptive microlearning in higher education. INTED2021 Proceedings.

Heydarnejad, T., Fatemi, A. H., & Ghonsooly, B. (2021). The relationship between critical thinking, self-regulation, and teaching style preferences among EFL teachers: A path analysis approach. Journal of Language and Education, 7(1), 96–108. https://doi.org/10.17323/jle.2021.11103

Huang, Q., Muhamad, M. M., Che Nawi, N. R. binti, & Li, W. (2023). A study on the impact of critical thinking skills and foreign language enjoyment on foreign language performance. International Journal of Academic Research in Progressive Education and Development, 12(3), 700–710. https://doi.org/10.6007/ijarped/v12-i3/18077

Imran, M., Almusharraf, N., Abdellatif, M. S., & Abbasova, M. Y. (2024). Artificial intelligence in higher education: enhancing learning systems and transforming educational paradigms. International Journal of Interactive Mobile Technologies, 18(18), 34–48. https://doi.org/10.3991/ijim.v18i18.49143

Imran, M., Almusharraf, N., Ahmed, S., & Mansoor, M. I. (2024). Personalization of e-learning: future trends, opportunities, and challenges. International Journal of Interactive Mobile Technologies, 18(10), 4–18. https://doi.org/10.3991/ijim.v18i10.47053

Jaidamrong, N., & Mahapoonyanot, N. (2024). View of the development of an e-portfolio platform for undergraduate students of the educational faculty, thaksin university. Library Progress International, 44(3).

Jamil, M., Anwar, M., & Ali, J. M. (2024). Developing critical thinking skills in english classroom at the secondary level: Teachers’ perspective. Journal of Social Sciences Development, 03(01), 76–85.

Johnson, H. (2017). Understanding the role of triangulation in research. Scholary Researh Journal for Interdiscipinary Studies, 6(177), 91–95. http://www.srjis.com/pages/pdfFiles/149544238718. HONORENO JOHNSON.pdf

Kala, N., & Ayas, A. (2023). Effect of instructional design based on cognitive load theory on students’ performances and the indicators of element interactivity. Journal of Turkish Science Education, 20(3), 468–489. https://doi.org/10.36681/tused.2023.027

Karakuş, İ. (2024). University students’ cognitive flexibility and critical thinking dispositions. Frontiers in Psychology, 15(September), 1–12. https://doi.org/10.3389/fpsyg.2024.1420272

Khairuddin, Z., Ismayatim, W. F. A., Ismail, O., Rahmat, N. H., & Zamri, N. A. (2021). Exploring critical thinking in writing. Advances in Social Science, Education and Humanities Research, 626, 67–72. https://doi.org/10.2991/assehr.k.211227.012

Khoa, Đ., & Thuậ, Đ. (2024). E- Portfolio Assessment on EFL Learners ’ Writing Performance at Tertiary Education Article Info Received : 12-09-2024 Accepted : 15-10-2024 Page No : 171-174. 171–174.

Kirkpatrick, R., Kirkpatrick, J., & Derakhshan, A. (2024). An investigation into the motivation and attitudes of Japanese students toward learning English: A case of elementary and junior high school students. Asian-Pacific Journal of Second and Foreign Language Education, 9(1). https://doi.org/10.1186/s40862-023-00243-z

Ling, M. K. D., & Loh, S. C. (2020). Relationship of creativity and critical thinking to pattern recognition among Singapore private school students. Journal of Educational Research, 113(1), 59–76. https://doi.org/10.1080/00220671.2020.1716203

Lopez, S. (2024). Impact of cognitive load theory on the effectiveness of microlearning modules. European Journal of Education and Pedagogy, 5(2), 29–35. https://doi.org/10.24018/ejedu.2024.5.2.799

Marinskaya, A. (2020). Micro-learning efficiency for foreign language teaching. European Proceedings of Social and Behavioural Sciences EpSBS. https://doi.org/10.15405/epsbs.2020.12.02.85

Mcneill, L., & Fitch, D. (2023). Microlearning through the lens of gagne ’ s nine events of instruction: A qualitative study. TechTrends, 67(3), 521–533. https://doi.org/10.1007/s11528-022-00805-x

Net, W. W. W. P., & Kusmaryono, I. (2023). How are critical thinking skills related to students’ self-regulation and independent learning? Pegem Journal of Education and Instruction, 13(4), 85–92. https://doi.org/10.47750/pegegog.13.04.10

Park, J. H., Li, Y., & Niu, W. (2023). Revisiting creativity and critical thinking through content analysis. Journal of Creativity, 33(2). https://doi.org/10.1016/j.yjoc.2023.100056

Prasittichok, P., & Smithsarakarn, P. (2024). The Effects of Microlearning on EFL Students ’ English Speaking : A Systematic Review and. International Journal of Learning, Teaching and Educational Research, 23(4), 525–546. https://doi.org/https://doi.org/10.26803/ijlter.23.4.27

Romanenko, Y. N., Solodovnikova, E., & Maksimenko, N. (2023). Microlearning as a new method of teaching soft skills to university students. Frontiers in Education, May. https://doi.org/10.3389/feduc.2023.1177516

Shaheen, M., Pradhan, S., & Ranajee. (2019). Sampling in Qualitative Research. In Qualitative Techniques for Workplace Data Analysis (Issue January, pp. 25–51). https://doi.org/10.4018/978-1-5225-5366-3.ch002

Shakil, A. F., Karim, R. A., Niazi, S., Aslam, M., & Khan, S. C. (2021). Critical thinking skills for english language classrooms at the university level. Humanities & Social Sciences Reviews, 9(2), 659–665. https://doi.org/10.18510/hssr.2021.9262

Slivnaya, E. M., Borisenko, V. A., & Samofalova, M. V. (2023). Micro-learning principles in teaching EFL in the structure of supplementary and further education : Andragogical aspect. Training, Language, and Culture, 7(4), 46–53. https://doi.org/10.22363/2521

Somekh, B., & Lewin, C. (2005). Methods in the Social in the Social Sciences.

Yang, H., & Wong, R. (2024). An in-depth literature review of e-portfolio implementation in higher education: Processes, barriers, and strategies. Issues and Trends in Learning Technologies, 12(1), 65–101. https://doi.org/10.2458/itlt.5809

Yi, J. (2008). The Use of Diaries as a Qualitative Research Method to Investigate Teachers’ Perception and Use of Rating Schemes. Journal of Pan-Pacific Association of Applied Linguistics, 12(1), 1–10.




DOI: http://dx.doi.org/10.21462/jeltl.v10i3.1766

Refbacks

  • There are currently no refbacks.




JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email: journal.eltl@gmail.com

Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: