Bonjovi H. Hajan
Bonjovi is a Faculty of Research at the Senior High School Division of José Rizal University (JRU). He is aprofessional member of International Association of Scholars, Educators, Researchers and Practitioners (I-ASERP) and apart-time teachertrainer of Asian Center of Education, Research and Training for Innovation (ACERT). He is a section editor of the Journal of English Education and Linguistics Studies (JEELS). He also serves as a peer reviewer of reputable journals such as Recoletos Multi disciplinary Research Journal, International Journal of Language and Literary Studies, and PREMISE: Journal of English Education.Bonjovi has published works in different subfields of English Language Teaching (ELT) and Applied Linguistics including blended learning, academic writing, reading instruction,and discourse analysis. He has also presented several of his research works in both local and international conferences and fora.
As an emerging scholar, Bonjovi believes in the agency of research in bringing about social change in education. Hence, he considers himself a strong advocate of Action Research in education. Last 2018, he completed a study on using Blended Learning in teaching Research Writing in Senior High School, a research project under JRU’s Guided Research Program. He has presented the results of this study at the 3rd Women in Tesol International Conference held in Bali, Indonesia last August 5-7, 2019. The paper will be published in Asian EFL Journal, a Scopus-indexed journal. In addition, Bonjovi has recently been a speaker at EduTECH 2019 held at Suntec City, Singapore last November 5-6, 2019.
The burgeoning of technology in the modern times has resulted in the development of a highly dynamic and sophisticated educational landscape and foreign/second language classrooms are no exception to this colossal pedagogic change. Blended Learning (BL) as a newly introduced innovative pedagogy has been well noted in different fields of second language (L2) teaching and learning including that of English for Academic Purposes (EAP). BL fosters student-student and student-teacher interactions, reduces communication anxiety, encourages students to become self-directed and independent learners, and enhances their academic writing skills in English. In the context of Research Writing (RW), however, BL has received less attention not to mention that research about BL in a RW classroom in secondary context especially in the Philippines has been but scarce. This study assessed and explored the perceptions as well as the experiences of ESL secondary students in using Canvas as an online platform in a BL RW class. Using sequential-explanatory mixed methods research design, the Web-based Learning Environment Instrument (WEBLEI) adapted from Chang and Fisher (2003) was administered to 136 Senior High School (SHS) Students from five strands enrolled in Qualitative and Quantitative Research Subjects in a private university in the Philippines. Three-round focus group discussions were conducted among 30 participants in order to obtain in-depth information as regards students’ experiences in their blended RW class. Quantitative findings showed that students had overall positive perceptions regarding the use of Canvas in their BL RWC. They found Canvas to be an efficient, practical, convenient, and flexible Learning Management System (LMS) that afforded them social interactions between their peers and teachers. Nonetheless, sifting through the experiences of these students, certain challenges relating to internet connection, system interface, and lack of proper training for both students and teachers were revealed. The study offers pedagogical implications as to how the teaching and learning of research writing in a blended learning modality can be improved.