Keywords
Jamboard, ESP students, self-introduction, digital tools, writing.
How to Cite
Ningsih, F., & Nikmah, L. (2023). ESP STUDENTS’ ATTITUDES TOWARDS JAMBOARD: REVOLUTIONIZING SELF-INTRODUCTION IN THE DIGITAL AGE. Jurnal Bahasa Lingua Scientia, 15(1), 61-88. https://doi.org/10.21274/ls.2023.15.1.61-88
Abstract
This study explores the use of Jamboard as a tool for revolutionizing self-introduction among English for Specific Purposes (ESP) students in the digital age. It examines ESP students' attitudes towards the use of Jamboard in enhancing their self-introduction skills through a mixed-method approach, using both quantitative and qualitative data collection methods. A survey questionnaire was administered to 131 ESP students. The study found that the respondents have a high perception of Jamboard's usefulness, ease of use, appearance, and interaction towards their self-introduction, with a mean score of 3.8. The technology was found to be user-friendly, easy to use, and helpful in presenting ideas and showcasing creativity. However, some students also encountered difficulties with Jamboard's usability and features. The recommendations include providing support and training for the effective use of digital tools like Jamboard and incorporating user-friendly features. These implications can inform educators and developers in promoting student engagement, creativity, and collaborative learning. Further research can explore the impact of Jamboard on student learning outcomes and their perceptions and use of digital tools in the classroom.
References
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Sweeney, E. M., Beger, A. W., & Reid, L. (2021). Google Jamboard for virtual anatomy education. Clinical Teacher, 18(4), 341–347.
Tsai, C.-H., Romera Rodriguez, G., Li, N., Robert, J., Serpi, A., & Carroll, J. M. (2020). Experiencing the Transition to Remote Teaching and Learning during the COVID-19 Pandemic. Interaction Design and Architecture(s), 46, 70–87. https://doi.org/10.55612/s-5002-046-004
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Williams, C., & Beam, S. (2019). Technology and writing: Review of research. Computers & Education, 128, 227–242. https://doi.org/10.1016/j.compedu.2018.09.024
Wulandari, E. C., & Wahid, A. (2022). The Utilization of Jamboard to Improve Students` Writing Skills in Personal Letter.
Yurieva, O., Musiichuk, T., & Baisan, D. (2021). INFORMAL ENGLISH LEARNING WITH ONLINE DIGITAL TOOLS: NON-LINGUIST STUDENTS. Advanced Education, 8(18), 90–102. https://doi.org/10.20535/2410-8286.223896
Zain, S. (2021). Digital transformation trends in education. In Future Directions in Digital Information (pp. 223–234). Elsevier. https://doi.org/10.1016/B978-0-12-822144-0.00036-7
Zaki, A. S., & Ahmad, A. (2017). The Level of Integration among Students at Secondary School: A Study in Limbang, Sarawak. The International Journal of Social Sciences and Humanities Invention. https://doi.org/10.18535/ijsshi/v4i2.05
Castillo-Cuesta, L., Ochoa-Cueva, C., & Cabrera-Solano, P. (2022). Virtual Workspaces for Enhancing Collaborative Work in EFL Learning: A Case Study in Higher Education. International Journal of Emerging Technologies in Learning (IJET), 17(02), 4–18. https://doi.org/10.3991/ijet.v17i02.25937
Cladis, A. E. (2020). A shifting paradigm: An evaluation of the pervasive effects of digital technologies on language expression, creativity, critical thinking, political discourse, and interactive processes of human communications. E-Learning and Digital Media, 17(5), 341–364. https://doi.org/10.1177/2042753017752583
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Dong, Y., Zhu, S., & Li, W. (2021). Promoting Sustainable Creativity: An Empirical Study on the Application of Mind Mapping Tools in Graphic Design Education. Sustainability, 13(10), 5373. https://doi.org/10.3390/su13105373
Elachachi, H. H. (2015). Exploring Cultural Barriers in EFL Arab Learners’ Writing. Procedia - Social and Behavioral Sciences, 199, 129–136. https://doi.org/10.1016/j.sbspro.2015.07.496
Enesi, M., Vrapi, F., & Trifoni, A. (2021). Challenges of Teaching and Learning English Language for ESP Courses. Journal of Educational and Social Research, 11(4), 213. https://doi.org/10.36941/jesr-2021-0090
Escueta, M., Quan, V., Nickow, A. J., & Oreopoulos, P. (2017). Education Technology: An Evidence-Based Review. https://doi.org/10.3386/w23744
Flodén, J. (2017). The impact of student feedback on teaching in higher education. Assessment & Evaluation in Higher Education, 42(7), 1054–1068. https://doi.org/10.1080/02602938.2016.1224997
Greer, N., Teevan, J., & Iqbal, S. T. (2016). An Introduction to Technological Support for Writing.
Gupta, M. M. (2021). Impact of Coronavirus Disease (COVID-19) pandemic on classroom teaching: Challenges of online classes and solutions. Journal of Education and Health Promotion, 10.
Hakkarainen, K., Hietajärvi, L., Alho, K., Lonka, K., & Salmela-Aro, K. (2015). Sociodigital Revolution: Digital Natives vs Digital Immigrants. In International Encyclopedia of the Social & Behavioral Sciences (pp. 918–923). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26094-7
Hefter, M. H., & Berthold, K. (2020). Preparing learners to self-explain video examples: Text or video introduction? Computers in Human Behavior, 110, 106404. https://doi.org/10.1016/j.chb.2020.106404
Irmayani, I., Masruroh, L., & Eka Cristin Wulandari. (2022). The Utilization of Jamboard to Improve Students` Writing Skills in Personal Letter. Journal of English Education and Teaching, 6(4), 527–537. https://doi.org/10.33369/jeet.6.4.527-537
Irmayani, I., Masruroh, L., & Wulandari, E. C. (2022). The Utilization of Jamboard to Improve StudentsWriting Skills in Personal Letter. Journal of English Education and Teaching, 6(4), 527–537.
Khoiriyah, K., Kairoty, N., & Aljasysyarin, A. V. (2022). The use of Google Jamboard for synchronous collaborative reading strategies: The students’ acceptance. VELES: Voices of English Language Education Society, 6(1), 52–66.
Liu, M., Liu, L., & Liu, L. (2018). Group awareness increases student engagement in online collaborative writing. The Internet and Higher Education, 38, 1–8. https://doi.org/10.1016/j.iheduc.2018.04.001
Mehta, N. K., & Rathore, M. (2015). Sharpening Communication Skills of Engineering Students via Multifaceted Digital Tools: A Conceptual Framework. English Language Teaching, 3, 82–89.
Niladatika, & Hasanuddin. (2021). The Students’ Perception toward Google Jamboard. ASELS_2021. https://doi.org/10.51773/asels2021.v1i1.19
Onuh, W., Legaspi, O. M., Mostajo, S. T., Malabanan, D. S., & Reyes, R. T. (2022). The Link between Internet Connectivity and Missed Assessments in the Online Class Modality. IAFOR Journal of Education, 10(2), 7–28. https://doi.org/10.22492/ije.10.2.01
Pham, N. H. T., & Nguyen, H. B. (2021). Difficulties in English Speaking Skills of Non-English Majored Freshmen at a University. International Journal of Innovative Research and Development, 10(4). https://doi.org/10.24940/ijird/2021/v10/i4/APR21008
Pinto, M., & Leite, C. (2020). Digital technologies in support of students learning in Higher Education: literature review. Digital Education Review, 37, 343–360. https://doi.org/10.1344/der.2020.37.343-360
Ramamuthie, V., & Abdul Aziz, A. (2022). Systematic Review: The Effectiveness of Digital Tools to Improve Writing Skill of ESL Students. International Journal of Academic Research in Business and Social Sciences, 12(3). https://doi.org/10.6007/IJARBSS/v12-i3/12897
Rus, D. (2019). Communicative Competence in the Context of ESP Methodology. Acta Marisiensis. Philologia, 1(1), 1–6. https://doi.org/10.2478/amph-2022-0011
Sweeney, E. M., Beger, A. W., & Reid, L. (2021). Google Jamboard for virtual anatomy education. Clinical Teacher, 18(4), 341–347.
Tsai, C.-H., Romera Rodriguez, G., Li, N., Robert, J., Serpi, A., & Carroll, J. M. (2020). Experiencing the Transition to Remote Teaching and Learning during the COVID-19 Pandemic. Interaction Design and Architecture(s), 46, 70–87. https://doi.org/10.55612/s-5002-046-004
Van Allen, J., & Zygouris-Coe, V. “Vicky” I. (2020). Preparing Teachers to Integrate Digital Tools That Support Students’ Online Research and Comprehension Skills (pp. 47–77). https://doi.org/10.4018/978-1-7998-1461-0.ch003
Wang, Y.-C. (2015). Promoting collaborative writing through wikis: a new approach for advancing innovative and active learning in an ESP context. Computer Assisted Language Learning, 28(6), 499–512. https://doi.org/10.1080/09588221.2014.881386
Williams, C., & Beam, S. (2019). Technology and writing: Review of research. Computers & Education, 128, 227–242. https://doi.org/10.1016/j.compedu.2018.09.024
Wulandari, E. C., & Wahid, A. (2022). The Utilization of Jamboard to Improve Students` Writing Skills in Personal Letter.
Yurieva, O., Musiichuk, T., & Baisan, D. (2021). INFORMAL ENGLISH LEARNING WITH ONLINE DIGITAL TOOLS: NON-LINGUIST STUDENTS. Advanced Education, 8(18), 90–102. https://doi.org/10.20535/2410-8286.223896
Zain, S. (2021). Digital transformation trends in education. In Future Directions in Digital Information (pp. 223–234). Elsevier. https://doi.org/10.1016/B978-0-12-822144-0.00036-7
Zaki, A. S., & Ahmad, A. (2017). The Level of Integration among Students at Secondary School: A Study in Limbang, Sarawak. The International Journal of Social Sciences and Humanities Invention. https://doi.org/10.18535/ijsshi/v4i2.05
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
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