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Perubahan Paradigma Pemikiran Ke Arah Pendidikan Berkualiti

with other students as they exchanged ideas. According to Cetinkaya (2017), mobile
technology has a function to support traditional teaching), and it allows the participants
to have control of their learning and they can also have better access to the materials.
Students’ control has the potential to increase the feeling of ownership, personal agency
and activeness to maximise educational achievements (Rahimi, Van Den Berg, & Veen,
2015).

In summary, as mentioned earlier, the pre-writing online discussions activity in MWEG
improved the students’ content construction and development of ideas in the post-test.
MWEG encouraged the students to participate actively, take responsibility for their learning,
and become more independent in content construction and knowledge acquisition. Given
the fact that these can be conducted using mobile devices, it allows for increased flexibility
in terms of time and space, it grants personalisation and the continuation of learning
beyond formal classroom hours. Flexibility and personalisation are appealing to students
especially when it concerns educational matters (Barhoumi, 2015; Chen & Denoyelles,
2013). Most importantly, it can improve the writing content for the essays in MUET 800/4,
Question 2.

6.0 CONCLUSION AND SUGGESTION FOR FUTURE ACTION

Lively discussions, sharing of ideas, and turn-taking are the three interaction strategies
that emerge from the interaction between the group members in this study. They form
distinct indicators of the students’ motivation and enthusiasm to participate in online
discussions through WhatsApp. Their joint efforts to accomplish shared educational goals
will subsequently encourage and promote independent life-long learning in the long run.
A clear sign of a change in the students’ thinking paradigm can be witnessed in their
determination to continue with the online discussions even after the study ended. Without
discriminating, MWEG eases the process of sharing and exploring unlimited authentic
materials and encouraged natural interactions in the target language which inadvertently
form the two fundamental concepts of constructivism. Apart from providing a platform for
social interaction, MWEG is an effective tool for content development in essay writing
that complements face-to-face classroom learning (Cetinkaya, 2017). This supports
the paradigm shifts to establish a high-quality education system that suits the Industrial
Revolution 4.0.

Based on the findings of the study, it can be concluded that the use of MWEG in the
teaching and learning of MUET 800/4 Question 2 essay writing has positive implications
on the students’ writing skill. The utilisation of technology-based application contributes
significantly as a pedagogical tool in assisting the 6AK2 students in preparing the essay
content for MUET 800/4 Question 2 as well as increase their writing competency in general.

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