Blog-Based Writing Instruction in Fostering EFL Writing Performance: Students' Belief and Attitudes: A Brief Review (original) (raw)
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The integration of blog into foreign language learning and writing instruction in particular has received tremendous attention among researchers and teaching practitioners. This type of web 2.0 technology is considered suitable for pedagogical writing practices due to its multimodality features that promote multi-way interactions and collaborations. However, some issues emerge regarding its integration, one of which includes its effectivenes in improving students' writing. This paper thus aims to critically review the use of blogs as a pedagogical tool for writing in an English as a Foreign Language (EFL) context and some issues regarding its use. It reflects on relevant theories and previous empirical studies on the use of blogs in writing and its potentials in facilitating students' writing. Implications on how to integrate blogs into EFL writing instruction are postulated.
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Weblogging, or blogging online, has always intrigued academicians because of its interest and excitement created on young students. Yet, only a few qualitative studies have been conducted on the effect of blogging onEnglish as a Foreign Language (EFL) students' English writing. This study is one of those that can provide some light on the impact of blogging on EFL students' English writing. This experiment used EFL students from Buqata Junior High School in Golan Heights. Based on the teacher's prompts, the participants were asked to write in English on a blogging website, Blogger.com. The first prompt writing experience produced many grammar, vocabulary, spelling, and syntax mistakes. The teachers found improvement in the subsequent prompt writing experience. The teachers were interviewed at the end of the experiment, and they provided valuable insights into the effect of blogging on the EFL students' English writing. The students showed interest and excitement in blogging, which motivated them to write in English. This study found that blogging on a blogging website, blogger.com, allowed and motivated EFL students to improve their English writing.
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In order to further illuminate the effect of blogging in Second Language (L2) learning, the present research was set to explore the impact of blog-integrated writing instruction on L2 writing motivation of intermediate Iranian English as a Foreign Language (EFL) learners. In so doing, a total number of 44 EFL students from an Iranian private language institute were recruited as the participants of this study. These participants were randomly assigned to an experimental group (N = 22) and a control group (N = 22). The experimental group received blog-integrated writing instruction, while the control group received the traditional, face-to-face writing instruction. To collect the data, the L2 writing motivation scale was given to the participants of the two groups as pre-test and post-test. The results of ANCOVA revealed that the participants of the experimental group surpassed those of control group in L2 writing motivation, highlighting that the use of blogging approach in EFL writing instruction significantly contributed to enhancing the writing motivation of the participants. The findings may offer significant implications for of EFL writing pedagogy.
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Weblog -personal online, web-based publications -are being extensively used on the Internet of late, and research tapping in their significance and effectiveness is growing by leaps and bounds. This study examined the use of a blog in an intermediate level EFL college writing class and its effect upon students as well as its effect on developing positive attitudes towards writing compared with oral presentation traditions of writing instruction. The researcher employed a triangulated research approach, involving an experimental research method and a descriptive research design to examine these effects of blogging on writing proficiency and attitudes. Fourth-year students of the English Department (n = 25 for the experimental group, and 25 for the control group), College of Languages and Translation, King Khalid University in Abha, enrolled in the English 217 (Writing IV) class during the Second Semester 2010 and their instructor comprised subjects for this investigation. The findings indicated that the students perceived Weblog as a tool for the development of their English, in terms of their writing proficiency and attitudes towards writing. The students also viewed Weblog as giving an opportunity and freedom for self-expression in English, writing for both a local and global audience, creating active, interactive social exchanges in blogs, and maintaining an interactive relationship with a real time readership. Overall, students have had positive attitudes towards Weblog use. These findings suggest that Weblogs can provide learning motivation and opportunities for authorship and readership, as well as the development of writing skills in college writing syllabi.