Weblog-Based Learning in an EFL Young Learnerss Context: Studentss Perspective

Sadikin, Irma Savitri; Saleh, Mursid

doi:10.2139/ssrn.2822966

Cited by 5 publications

(6 citation statements)

References 5 publications

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“…Therefore, the best way to exploit the students' motivation and guide them into successful language learner. It is in line with Sadikin and Saleh [22] that weblogging could exploit the students' motivation and guide them into successful language learner. They further assert that teacher should design and schedule the activities and foresee any technical problems before starting the English class session using the classroom blog, because it can only be used when it is connected to the internet.…”

Section: A Teaching English Using Weblog-based Learningsupporting

confidence: 68%

“…It is strongly recommended that weblog-based learning be extended to help young learners develop their English language skills. It is an efficient way of improving the motivation of students to participate in important, contextual and, at the same time, challenging activities [22]. Similarly, webloging as one of online learning capture some advantages for learning [6,31,32] for this reasons the result shows that the learners with high, adequate, and low motivation who learned English through WBL are better than CBL technique.…”

Section: The Effect Of Interaction Between Learning Techniques and Students' Level Of Motivation In Improving Students' English Language mentioning

confidence: 99%

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Weblog-Based Learning and Classroom-Based Learning with High, Adequate, and Low Motivation Indonesian Primary EFL Learners

Sadikin¹

2021

Proceedings of the First Transnational Webinar on Adult and Continuing Education (TRACED 2020)

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As teaching English in Elementary school enters the mainstream classroom, young learners face numerous challenges. The terms of weblog-based learning technique (WBL) and classroom-based learning technique (CBL) are each used to help young learners in learning integrated English. Particularly, this current study aimed to 1) find out the effect of students with high, adequate, and low motivation towards their English achievements through Weblog-based learning (WBL) and Classroom-Based Learning (CBL); 2) to examine WBL compared to CBL as teaching techniques in improving English language skills of students with different level of motivations; and 3) to show the interaction among teaching techniques and motivations to students' mastery of English language skill. Mixed method research with sequential explanatory was employed. 2 x 3 factorial design of experimental research was carried out, involving two groups and employing pre-test, treatments, and post-test. Data from English cognitive test were analysed using two-way ANOVA. Sixty participants were assigned at the fifth grade at one of private Islamic schools in Indonesia. The result shows that the level of significance by using WBL and CBL were smaller than 0.05 (5%) which showed the improvement on both techniques. However, the result of the study proved that WBL is more effective to improve the learners' English language skills than CBL. Both of techniques and the students' motivations to English language skills do not show any interactions. It indicates that either the implementation of WBL or CBL could help students in mastering English to overall motivations.

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Section: A Teaching English Using Weblog-based Learningsupporting

confidence: 68%

Section: The Effect Of Interaction Between Learning Techniques and Students' Level Of Motivation In Improving Students' English Language mentioning

confidence: 99%

Weblog-Based Learning and Classroom-Based Learning with High, Adequate, and Low Motivation Indonesian Primary EFL Learners

Sadikin¹

2021

Proceedings of the First Transnational Webinar on Adult and Continuing Education (TRACED 2020)

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“…Web 2.0 platform like weblogging is one of the blessings which has added a new dimension to teaching writing and provided learners with the opportunities for extensive writing for real audience and thus engaging them in interactive and collaborative learning. Due to its' educational benefits many researchers have explored the effects of blogging in developing EFL learners writing skill, their perceptions, and attitudes towards blogging in different EFL contexts (Aydin, 2014;Campbell, 2003;Cequena & Salle, 2013;Cequena & Gustilo, 2014;Downes, 2004;Genzola, 2015;Kitchakarn, 2014;Mcgrail & Davis, 2009;Sadikin & Saleh, 2016). Very recently a few researchers considering the crucial role of learners' writing anxiety, explored the possibilities of weblogging in minimizing their anxiety and thus improving their academic performances and facilitating language learning (Cequena & Gustilo, 2014;Murnahan, 2010;Öztürk & Çeçen, 2007).…”

Section: Researches On Blogging In Reducing Foreign Language Writing ...mentioning

confidence: 99%

Blogging for reducing EFL learners’ writing anxiety: An experience of Barishal University, Bangladesh

Saha

2023

5007

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Research has shown in writing English, Foreign Language (EFL) learners experience a considerable amount of anxiety which negatively influences their achievement and performances in language classrooms. In Bangladesh, learners’ foreign language anxiety is one of the main reasons behind learners’ failure in learning English but research on Bangladeshi learners’ writing specific anxiety is scant. Besides, no study has been done yet to find out the effectiveness of blogging in reducing the writing anxiety of the EFL learners of Bangladesh. So, this study aims to assess the writing anxiety of the undergraduates of the English department of Barishal University, Bangladesh, investigate the sources which trigger anxiety, and explore the effect of blogging in reducing their writing anxiety. This study was completed employing a mix-method research design and data revealed that EFL undergraduates of Barishal University suffered from moderately low to moderately high level of writing anxiety caused mainly for their lack of practice, lack of knowledge regarding different genres of writing, limited vocabulary stock, writing under time constraints, and fear of negative evaluation. Findings also showed that participants of this have a highly positive attitude towards blogging for reducing their writing anxiety in English.

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“…In addition to language skills, a number of studies investigated the impact of weblogs implementation on elements of EFL acquisition process, such as; learners' perceptions (Alaboudi, 2014;Aljumah, 2012;Ruggiero, 2016;Sadikin and Saleh, 2016;Wan and Tan, 201;Wu and L.Wu, 2011) , reflection (Hajizadeh, 2011), awareness (Johnson, 2012), creativity (Johnson, 2010), motivation (Krishnan, 2010), reading habits (Makhadmeh, 2011), reading engagement (Park, 2013), reading and writing habits (Quadir and Chen, 2015), anxiety (Sandlin, 2013) and higher order thinking skills (Zawilinski, 2009).…”

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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Weblog-Based Learning in an EFL Young Learnerss Context: Studentss Perspective

Cited by 5 publications

References 5 publications

Weblog-Based Learning and Classroom-Based Learning with High, Adequate, and Low Motivation Indonesian Primary EFL Learners

Weblog-Based Learning and Classroom-Based Learning with High, Adequate, and Low Motivation Indonesian Primary EFL Learners

Blogging for reducing EFL learners’ writing anxiety: An experience of Barishal University, Bangladesh

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

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