Effectiveness of the ADDIE Model within an E-Learning Environment in Developing Creative Writing in EFL Students
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The present research aimed to examine the effectiveness of the ADDIE model as used in teaching online in the LMS of Blackboard® and its facilities such as discussion boards, forums and blogs for improving the creative writing skills of EFL college students. The researcher utilized a quasi-experimental method, involving a pretest, posttest and control group design. Sixty students were randomly selected from freshmen studying in the English department participated in the study and were assigned equally to the research groups. The experimental group was exposed to the e-learning environment, which sought to develop the students’ creative writing skills while the control group was exposed to the traditional teaching method. Using a creative writing checklist and a writing test designed to assess the specific features of creative writing (originality, accuracy, self-expression, fluency, flexibility and overall writing performance for assessing creative writing in the research participants, results of t-tests and eta square statistical tests demonstrated that there were statistically significant differences between the mean scores gained by the experimental group and those obtained by the control group writing performance post-testing to the good of the experimental group participants. Conclusions and pedagogical implications were forwarded at the end of the article.
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The ADDIE model has a flexible structure that allows it to be applied to all learning environments.
“More specifically, the ADDIE model has a flexible structure that allows it to be applied to all learning environments (e.g., Türker [31]; and Almelhi [46]).”
From A Comparative Study of the ADDIE Instructional Design Model in Distance Education (2022) · cites this paper as Almelhi [46]
The Introduction says some researchers believe ADDIE is flexible enough to adapt to different instructional environments. That supports flexibility across settings, but not the unqualified claim that it can be applied to all learning environments. (LLM, conf=0.85)
Experimental — accuracy not yet measuredExercises and learning activities based on virtual discussion forums in teaching enhance cognitive and self-regulatory skills.
“Moreover, such exercises and learning activities based on virtual discussion forums in teaching enhance cognitive and self-regulatory skills”
From A Comparative Study of the ADDIE Instructional Design Model in Distance Education (2022) · cites this paper as Almelhi [46]
The Abstract reports improved creative-writing performance among EFL students taught using Blackboard facilities, including discussion boards and forums. The Introduction also says LMSs can augment learner autonomy. Neither passage establishes that forum-based activities enhance cognitive and self-regulatory skills as such; those outcomes were not the study’s reported measures. (LLM, conf=0.82)
Experimental — accuracy not yet measuredFeedback that learners receive from both instructors and co-learners in collaborative learning environments, or from exercises through which answers are received immediately, has a positive impact on students.
“In accordance with the examined model, the feedback that learners receive from both the instructors and co-learners in collaborative learning environments, or from exercises through which answers are received immediately, has a positive impact on the students (e.g., Almelhi [46]).”
From A Comparative Study of the ADDIE Instructional Design Model in Distance Education (2022) · cites this paper as Almelhi [46]
In “Hypothesis Four” (page not available), the paper says the Blackboard learning community gave teachers and students continued feedback to improve writing and let students learn from peers. This supports the collaborative-feedback portion of the claim. Our copy does not establish that exercises supplied immediate answers or that such immediate feedback benefited students. (LLM, conf=0.86)
Experimental — accuracy not yet measuredExercises and learning activities based on virtual discussion forums function as feedback when they are accompanied by immediate responses.
“and function as feedback when they are accompanied by immediate responses (e.g., Hatziroufa [23]; and Almelhi [46]).”
From A Comparative Study of the ADDIE Instructional Design Model in Distance Education (2022) · cites this paper as Almelhi [46]
The Introduction (page unavailable) says readers of students’ online posts can record feedback directly, and the instructional description (page unavailable) describes writing activities assigned through Blackboard discussion threads and peer assessment. The paper does not say that responses are immediate or that immediacy is what makes the activities function as feedback. (LLM, conf=0.81)
Experimental — accuracy not yet measuredEach trainee through group assignments and activities draws useful data, which are evaluated and incorporated in their learning.
“Finally, each trainee through group assignments and activities draws useful data, which are evaluated and incorporated in their learning (e.g., Almelhi [46]).”
From A Comparative Study of the ADDIE Instructional Design Model in Distance Education (2022) · cites this paper as Almelhi [46]
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- Authors
- Almelhi, A. M.
- Affiliations
- King Khalid University (SA)
- Corresponding author
- Almelhi, Abdullah M.
- Venue
- English Language Teaching
- Published
- 2021-01-18
- Volume
- 14
- Issue
- 2
- Pages
- 20
- ISSN
- 1916-4742 (ISSN-L)
- 1916-4750
- OpenAlex
- W3121558607
- Cited by
- 119
- References
- 0
- Citations by year
- 2026: 11 · 2025: 16 · 2024: 34 · 2023: 32 · 2022: 25 · 2021: 1
- FWCI
- 20.80
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- English Language Teaching (publishedVersion, cc-by)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Foreign Language Teaching Methods
- Keywords
- ADDIE model, online learning, creative writing, EFL learners, Blackboard learning management system, online forums, blogs, writing development, university students
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