The Pedagogical Potentials of Weblog in Developing Students' Writing Skills (original) (raw)
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This study is an attempt to investigate the effect of weblogs on the improvement of Iranian EFL learners' writing skill. To achieve this goal, the researchers designed a weblog, which was shared by the treatment group of the study; the study had 50 EFL students divided into two groups of treatment and control. Mainly two steps were taken during the study, a pre-test and a post-test. The pre-test administration was due to check the proficiency of the participants and the post to measure the impact of the study process. The data obtained from tests and questionnaires throughout the academic year 2012, and from comments made on the blog, revealed that the students responded positively to the use of the blogs inside a class. It was found that the blog helped them to improve their writing through the collaborative learning environment that was established and through the process of writing that was adopted. There was consensus that writing for an audience and peer review contributed to the development of the collaborative learning environment and this was conducive to developing writing skills.
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This research describes using two of tools that are weblog and e-learning model to improve students’ writing skills in the second semester English Education Department Faculty of Language and Science Wijaya Kusuma Surabaya University. Those students have some problems in learning writing. They were confused what they must write for the first time and they were lack of vocabularies, and they were passive and looked uninterested in teaching and learning writing process. Based on the implementation of the study, the researcher found out that after being treated with weblog and e-learning model as a tool to improve students’ writing skill, the students had positive response and enjoyed the strategy when they practiced to post their writing through weblog and e-learning with their friends. Weblog and e-learning model facilitated the students to express their ideas in writing. Furthermore, they can cooperate in group, learn to make a draft, learn to give comment to their friends’ writing,...
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This study investigated the effect of weblog-based collaborative learning on young Iranian EFL learners' writing skill and motivation. To this end, the participants were selected from a language institute and divided into two groups of experimental and control each with 40 female students in the age range of 18 to 25. They were classified as low, intermediate, and high according to their level of language proficiency. While the control group attended classes, the students in the experimental group were simply asked to put their writing assignments on the weblog. They were asked to read each others' writings and make comments and corrections. A pre-test measured the participants' initial behavior in writing. A parallel test was conducted at the end of the study to check the effect of the treatment on the students' final behavior in writing. Their writing was scored by using the scoring rubric adapted from Rog (2007). A questionnaire was also used to check the blogger's motivation. The analysis of the data revealed that the blogging integrated collaborative learning instruction was more effective than in-class language learning instruction. The results of the study indicate that blogs as a tool for language learning provide a platform for language 413 learners to use the language actively. Finally, learners were motivated to use language and build their autonomy in learning language.
THE EFFECTIVENESS OF USING WEBLOG TO IMPROVE STUDENTS’ ABILITY IN WRITING RECOUNT TEXTS
ABSTRACT: The use of weblog to improve students’ ability in writing has been proved by previous studies, especially in writing narrative and descriptive texts, since it provides features to write. However, in terms of the nature and features of weblog, it is closer to the structure of recount text than other text types. This study aimed to know the effectiveness of using weblog to improve students’ ability in writing recount texts. This study used quasi-experiment method and conducting the pre and posttest to the experimental and control groups. The data were analyzed using ANCOVA and the result showed that the significant difference of both scores was at .004 less than significant difference .05 which meant that the null hypothesis was rejected. Therefore, weblog was effective to improve students’ ability in writing recount texts. Keywords: Effectiveness, Weblog, Students’ Ability, Writing, Recount Text
Integration of Weblogs in Developing Language Skills of ESL Learners
Learner development greatly depends on language awareness which not only focuses on language itself, but also a cognitive reflection upon language functions. Language awareness can be fostered by giving learners various choices in learning activities. The variety of choice stimulates learner interest and has a potential for learner development. This paper discusses the application of the latest innovation of Information and Communication Technology (ICT), which is known as weblog for learner language development. The aim of this study is to explore the pedagogical potentials of using weblog as a tool in developing the language skills of pre-university ESL students in a university in Malaysia. In addition, this study further discusses the impacts weblogging activities can have on students’ motivation to write in English. Drawing on students’ blogs as well as the responses given by students in interviews and questionnaires the paper ends by highlighting the benefits that can be acquired as a result of the integration weblogs in language learning classrooms.
Students’ Perceptions of English Creative Writing Using the Weblogs
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This research aimed to understand student's perception toward the use of weblogs and how weblogs help them in improving their writing skills, also investigate the positive aspects and barriers occur in the learning. This study used a mixed-methods design, in which the data were collected through online questionnaires and interviews. The participants of this study were the students of the Introduction to Creative Writing subject batch 2017. The result of the study showed that students' perception of writing on the weblog is positive, and proven to improve their writing and reading skills. The result also showed that confidence and motivation in writing for the public also increased. Moreover, the weblog delivered the most positive aspects in vocabulary. Besides its benefits, some students still had difficulties in writing using the weblog, such as internet connection problems. Although the use of this technology in improving teaching and learning in writing claimed beneficially, teachers still need to guide the students to use the weblog and the students need to enhance the display and content of their weblogs so that readers are more interested in their writings.
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In this digitized era, English as a Foreign Languag (EFL) teachers in Indonesia, as in many other countries are anxious to exploit the potential of Information and Communication Technology (ICT) to enhance the teaching and learning process. Given the increasing pressure exerted by technological developments on language education, it is important to understand the underlying factors behind teachers' decisions regarding ICT. Regarding this matter, this study investigates the development as well as the effects of ICT applied in English Department in teaching and learning process. The use of weblog is being applied in the Academic Writing classes for a couple of years now. Students are equipped with the method of teaching through blog. So far, the use of ICT in the classroom often part of a teacher-centered class but it is easy to exploit these tools in learner-centered activities. For this particular case, students have freedom to control themselves in using the internet technology, even though it is still under teachers instructions. The method applied in this study is combination of the qualitative and quantitative. Evidence has been collected through a literature search, students questionnaires and semi interviews designed. The factors which was found to be most importans to these students were; having the lesson more interesting, easier, more fun for them, more diverse, more enjoyable and on top of that is more motivating.