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Table 5.2 indicates that students are able to obtain relatively similar scores in the post-test
despite the fact that initially their scores differ. MWEG facilitates all three groups (high,
intermediate and low) of students to enhance the content of their essay to the extent that they
become on par with each other.
Perubahan Paradigma Pemikiran Ke Arah Pendidikan Berkualiti

Table 5.2 indicates that students are able to obtain relatively similar scores in the post-test
5.4.2 Objective 2
despite the fact that initially their scores differ. MWEG facilitates all three groups (high,
To encourage use of effective online deliberations through MWEG to improve student writing
intermediate and low) of students to enhance the content of their essay to the extent that
they become on par with each other.
content for MUET Question 2 essay.

5.4.2 Objective 2
Based on the excerpts from the MWEG samples in Figure 5.14, it can be clearly seen that
To encourage use of effective online deliberations through MWEG to improve student
respondents react positively to peer
writing content for MUET Question 2 essay. initiations, questions, compliments, and
acknowledgements of their posts and comments. This positively impact students’ motivation
Based on the excerpts from the MWEG samples in Figure 5.14, it can be clearly seen
to improve themselves. Perhaps online discussions are less overwhelming compared to a
that respondents react positively to peer initiations, questions, compliments, and
more intimidating face-to-face setting. Salmon et al. (2015), believes that online discussions
acknowledgements of their posts and comments. This positively impact students’
(on Facebook and Twitter) can boost learning, foster communications, and assist the sharing
motivation to improve themselves. Perhaps online discussions are less overwhelming
compared to a more intimidating face-to-face setting. Salmon et al. (2015), believes that
of videos and images, hence allowing students more access to each other’s work.
online discussions (on Facebook and Twitter) can boost learning, foster communications,
Furthermore, being part of a broader online community sharing common goals allows students
and assist the sharing of videos and images, hence allowing students more access to each
the advantage of collaborating with each other to experience enriching learning sessions
other’s work. Furthermore, being part of a broader online community sharing common goals
allows students the advantage of collaborating with each other to experience enriching
(Salmon et al., 2015).
learning sessions (Salmon et al., 2015).

Figure 5.14 (a) Samples of the students’ WhatsApp screenshots
Figure 5.14 (a) Samples of the students’ WhatsApp screenshots
from an MWEG session
from an MWEG session

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