The unrealistic claims for the effects of classroom blogging on English as a second language, students' writing performance

Lin, Minghuei John; Lin, Chin-Ying; Hsu, Pi-Ying

doi:10.1111/j.1467-8535.2011.01225.x

Cited by 12 publications

(11 citation statements)

References 4 publications

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“…Novakovich (2016) supports the superiority of blogging over traditional writing assignments, showing that blogging generally produces higher quality of writing. As Lin, Lin, and Hsu (2011) indicate, very few examinations of blogging as writing assignments include formal control groups. However, it appears that comparison with a control group can be helpful in explicating some of the features of blogging assignments.…”

Section: The Benefits Of Bloggingmentioning

confidence: 99%

Active Learning for an Online Composition Classroom: Blogging As an Enhancement of Online Curriculum

Pilkington

2018

Journal of Educational Technology Systems

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Active learning and online education have become important aspects of knowledge delivery. Nevertheless, little research exists on how active learning techniques can be implemented in an online environment. Deliberate equivalence of methods and materials for onsite and online delivery mechanisms is often seen as a strong point in favor of a particular program. Online environment, however, demands adjustments. Blogging is one way to implement active learning techniques in a virtual classroom. The case study that involved 25 college composition students demonstrates that blogging overcomes the asynchronous nature of online classes and results in improved attitudes toward writing as it shows real-world application of the skills acquired in a classroom and makes students see writing as presentation of self.

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Section: The Benefits Of Bloggingmentioning

confidence: 99%

Active Learning for an Online Composition Classroom: Blogging As an Enhancement of Online Curriculum

Pilkington

2018

Journal of Educational Technology Systems

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“…Academics and researchers have been working for decades to include weblogs into their teaching methodologies in order to teach writing and to instill enthusiasm for writing in pupils (Lin, Lin, & Hsu, 2011;Richardson, 2010;Wang, 2015). According to Richardson (2010) a weblog, or online diary, allows a blogger to communicate his thoughts and views on blog sites that can be updated often.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating the Use of Blog for Teaching Writing Courses to Undergraduates

Chowdhury¹,

Behak²,

Malekinejad³

et al. 2022

J.educ.soc.sci

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In contrast to the product approach to writing, the process approach entails planning, drafting editing and revising stages. Blog an online platform for practicing process approach has long been used by EFL teachers to develop their students' writing skill. But in Bangladeshi rural higher education context, its efficacy is yet to be investigated. Hence, the aim of this study is to investigate the effectiveness of using blogs to enhance student writing skills at tertiary level at a private university located in a rural area of Bangladesh. It focuses on the advantages of incorporating blogs as a virtual writing platform for teaching writing to a group of students used to the traditional product approach. Research participants were 98 undergraduate level students of third semester in the Department of English at a private university in Bangladesh. The research method is mixed based on primary and secondary data. Online survey was conducted on 98 participants and the test scores of 25 samples were seen through random sampling techniques. The primary numerical data were analyzed through the Google form and the secondary data were manually analyzed. We found students' attitude to writing in blogs more positive in comparison with the traditional way of writing. Students felt writing in blogs to be more effective and motivating due to its continuous interactive feedback and correction and editing facilities. The test score also indicates gradual development of writing skill. It indicates that in spite of being a new platform to the participants, it can be effective to develop the rural students' writing skill.

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“…Regarding the writing skill, several attempts have been made to examine the use of weblogging in teaching writing courses (Alvarez and Bassa, 2013;Asoodar ,2014;Ching-Huang et. al., 2011;Cox, 2012;Dewi, 2013;Glicker, 2010 ;Grami,2012;Guo, 2013;Huei et al, 2013;Hu and Wu, 2012;Jayne, 2013;Kitchakarn, 2012;Kitchakarn, 2014;Lacina and Griffith, 2012;Lin et al, 2011;Lin, 2014;Peterson, 2009;Peterson, 2012;Sun, 2010, Termsinsuk, 2015Wu, 2015). Together, these studies provide important insights into the positive impact of using weblogs on developing EFL learners' writing performances,sub-skills and abilities within university education including English for Academic Purposes ( EAP )learning contexts.…”

Section: Weblogs and Language Instructionmentioning

confidence: 99%

Weblogs for Developing English Academic Reading Skills of Pre-Master students

Abdullah¹

2016

Occasional Papers in the Development of English Education

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The study examines the effect of the use of weblogs on developing academic reading skills of pre-master students. The sample of the study consisted of one hundred and forty (n=140) pre-Master students enrolled in the English for Academic Purposes (EAP) course, Faculty of Graduate Studies for Education, Cairo University. The study used the quasi-experimental design. Hence, the sample of the study (n=140) has been assigned to a control group (n=70) and an experimental group (n= 70). Both groups were taught by the researcher simultaneously for a period of three successive months, i.e. a semester. For the purpose of data collection, a pre-post academic reading test was designed and administered to both groups before and after the treatment. Results of the study provided an evidence on the positive effect of using the weblog on developing academic reading skills of pre-master students enrolled in the EAP course (n2= .987). Students' progress can be mainly attributed to the well-established elearning community provoked by the weblog. The study was limited to the use of one type of weblogs; namely tutor. More research is needed to investigate the implementation of other weblogs types in other EAP contexts.

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The unrealistic claims for the effects of classroom blogging on English as a second language, students' writing performance

Abstract: The unrealistic claims for the effects of classroom blogging on English as a second language, students' writing performance_ 1225 148..151

Cited by 12 publications

References 4 publications

Active Learning for an Online Composition Classroom: Blogging As an Enhancement of Online Curriculum

Active Learning for an Online Composition Classroom: Blogging As an Enhancement of Online Curriculum

Investigating the Use of Blog for Teaching Writing Courses to Undergraduates

Weblogs for Developing English Academic Reading Skills of Pre-Master students

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