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Benefits of Blogging in English Writing Classroom
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Blogging is viewed as a tool in facilitating the development of writing skills. To ascertain such contention, this study attempted to determine the effects of blogging (weblogs) on the forty-one freshman college students‟ writing performance based on the results obtained from pre-test (entry essays) and posttest (exit essays) mean scores, interview...
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... this study does not solely attribute students" writing improvements on blogging since some other factors may come into play, which this research did not delve into. Table 3 summarizes the benefits of blogging as perceived by the students based on their reflections and interview transcripts which were manually coded. As gleaned in the table, most students perceived that blogging improved their writing skills (27%) and helped them improve their essays through constructive criticism (24%). ...
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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). ...
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.
... In the Philippines, an experimental study on weblogging was conducted at De La Salle University Manila. Cequeña (2013) says that weblogging has improved the writing performance of De La Salle students who participated in the said study. However, there are still very limited published studies of weblogging conducted in the Philippines. ...
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... In the Philippines, an experimental study on weblogging was conducted at De La Salle University Manila. Cequeña (2013) says that weblogging has improved the writing performance of De La Salle students who participated in the said study. However, there are still very limited published studies of weblogging conducted in the Philippines. ...
Advancements in educational technology have kept teaching and learning undisrupted during unprecedented times. Individual and collaborative web-based learning activities have addressed language teachers’ dilemma on how to approach teaching and learning remotely. Weblogging characterised by online journals has been considered to address students’ difficulty in mastering writing as a productive skill. In this study, the effectiveness of a collaborative weblog-based (CWB) project approach was explored. Utilising a quasi-experimental design, 56 English pre-service teachers enrolled in a state university were purposively selected to be the study participants. The validated pre-post-test questionnaire, course syllabus, lesson exemplars, and scoring rubric were used to gather the needed data on students’ writing skills. Results of the paired t-test revealed a significant increase in the three aspects: organisation, elaboration and grammar, usage and mechanics. The CWB project approach is an alternative way to improve students’ writing performance. It is recommended that CWB project may be used by teachers handling writing courses and other related disciplines to address writing proficiency.
... Although some research found that social media has negatively impacted language skills such as vocabulary, writing and grammar, abbreviations, number/letter homophones and incomplete sentences (Saha, 2019), other research elucidated the bene¯ts of social network services for language learning and language teaching. For example, Cequena and Salle (2013) found that students learning English as a second language who were introduced to blogging had better writing skills. Suthiwartnarueput and Wasanasomsithi (2012) also found that students' grammatical and writing competences were improved when Facebook was used as students were engaged in discussions with teachers having better grammatical knowledge. ...
This study explored the use and acceptance by sixth-grade Kuwaiti English language teachers of the Telegram application as an information source and a knowledge-sharing tool that enables users to easily find, store and share useful learning information and enhances their teaching–learning practices. A mixed method approach was employed that included data triangulation: observation, a survey and a focus group to empirically reveal the results. The findings revealed that Telegram application was an effective source of textual and non-textual information as well as an information-sharing tool that saved time, effort and costs and overcame time and place limitations. Telegram’s various information sets allowed for the generation of innovative ideas, which improved the effectiveness of the teaching methods and accelerated language learning. The results of this study can assist information specialists to work collaboratively with teachers to plan and design information content for Telegram to support schools’ curriculum, complement teaching practices and develop learner’s information literacy skills.
... Hence as Richardson (2006) suggested they serve as a constructivist tool for learning where students learn as they construct knowledge from ideas and shared information from other student's Works. Cequena (2013) reported that students' writing skills were enhanced when they used blogs for essay writing together with their positive perception on their peers' constructive feedback on their blog posts. Similarly, Akdag and Ozkan (2017) found that the blog is an effective tool for students to improve their English writing skills which enhanced the students' eagerness to write and fostered autonomous writing. ...
... Gupta and Woldemariam (2011) did a study on college students' attitudes towards writing instruction, writing strategies, and writing tasks. Studies on use of electronic media in relation to developing writing skills and to accepting teachers' and peers' feedback were done by Cequeña (2013), Kim (2012), and Xu, Park, and Baek (2011). On the other hand, Sultana (2009) explored primary-level students' and college students' feedback receptiveness. ...
This paper is an exploratory study on college freshmen’s writing problems in relation to their attitudes towards writing in online learning environments. The writing problems that were explored were the following, as identified by Yates and Kenkel (2002): a) Surface writing problems and b) Global writing problems. The problems were found in the essays of the participants. In conjunction with the writing problems that were identified, attitudes towards checking and revising one’s work, towards writing, and towards receiving feedback on one’s writing were also identified through the writing attitude scale adopted from Erkan and Saban (2011) and was re-worded to suit the Philippine college context. The results of the study revealed that the majority of the writing problems were surface problems, particularly those related to verbs, nouns, and prepositions. As for writing attitudes, the participants of the study generally manifested positive attitudes towards writing.
... There are several studies have been done related to weblog media, they are Karsak, Fer, & Orhan (2014); Altunkaya, ates, Dogan (2018); Musa (2016); Özdemir & Aydın (2015); Alsamadani (2017); (Cequena, 2013). Based on some related studies, it shown that the use of weblog can give positive effect to the learning process. ...
... It provides a large amount of information that can be shared between the teacher and students and among students themselves [28] [29]. The use of Blogs facilitates the development of students' writing skills [31] [28]. Students have positive attitudes towards using Facebook as a means of learning grammar and writing [32]. ...
The use of social media in teaching has also revolutionized the way learning takes place. At higher education levels, measures have already been taken in incorporating the use of social media for learning purposes especially in the teaching of language. However, at secondary school levels, educators are still having doubts about using social media due to multiple issues. Thus, this study was conducted to investigate the perceptions of secondary school students and a teacher in Malaysia on the use of Google+ towards the teaching of ESL writing skills. A case study method was adopted to carry out this research. 12 students from a class of form four secondary school students volunteered to participate in this study. Data were collected through focus group interview on the students and an individual interview with the class teacher and field notes. The overall findings of the study are that participants had positive perceptions on the usage of Google+ towards ESL writing. They gained a number of benefits, which include: having enjoyable and attentive lessons through the interactive features of Google+, as well as engaging themselves in an active and interesting lesson. The participants felt that they were having a sense of purpose, thus becoming more engaged in the writing tasks. As for interaction, the participants were interacting more confidently in Google+ writing classes compared to conventional writing lessons. The implication derived from this study is that teachers need to be made aware of how to integrate social media as learning tools in the teaching of English as a Second Language (ESL), particularly, in the teaching of ESL writing to upper secondary school students.
... Nepomuceno (2011) observed that blogging in the ESL classroom could be an effective alternative writing activity to develop and improve students' writing proficiency. Cequena (2013) found that essay writing through blogging improved her students' writing skills, which also corroborated with the students' positive perception on their peers' constructive feedback on their blog posts. Kitchakarn (2014) reported that his students' writing ability improved through collaborative writing activities in blogging such as commenting, editing and revising blog posts. ...
... These findings are consistent with the observations of some authors Okan & Taraf, 2013;Awada & Ghaith, 2014) that delineate the pedagogical viability of integrating blogging into writing classes. Furthermore, these findings corroborate with the results of previous studies (Cequena, 2013;Kitchakarn, 2014;Akdag & Ozkan, 2017) indicating the educational benefits of using blogs in the English writing classroom to develop and enhance students' writing skills. ...
Anchored on the Technological, Pedagogical and Content Knowledge or TPACK Framework (Koehler & Mishra, 2009) and Substitution, Augmentation, Modification and Redefinition or SAMR Model of Technology Integration into the classroom (Puentedura, 2014), this study investigated a corpus of 58 blog posts written by ESL learners through weblogs. It aimed to determine the views of students on the use of blogs in learning English writing skills and to explore students' feedback on the advantages of blogging as a virtual writing platform. Research participants were 58 freshman university tourism students enrolled at a Study and Thinking Skills class in a private university in Manila, the Philippines during the first semester of the academic year 2017-2018. Research data drawn from students' blogs, survey questionnaires and focus group discussion revealed that despite accessibility issues due to technological resources, the learners viewed blogging as a viable platform in learning English writing skills because it affords them freedom to express their thoughts, it develops or improves their writing skills, and it allows them to connect and engage with their peers online, inter alia. Pedagogical implications for ESL writing teachers and researchers are offered based on these results.
... The influx of Information and Communications Technology (ICT) has revolutionalized the teaching of English to ESL/EFL learners (Cequena, 2013). If students before were used to in-class traditional English language learning delivered within the walls of the classroom, today, the scenario has dramatically changed with the rise of modern technology. ...
Following the principles of the TPACK Framework (Koehler & Mishra, 2009) and Blended Learning Framework (Horn & Staker, 2014), this study reports findings of integrating Facebook, a Social Networking Site (SNS), in facilitating English language classes at a private university in Manila, Philippines. It aimed to explore students' attitudes towards the use of a 'closed' class Facebook group in the English language classroom and to describe how they utilize it as part of their English language learning. Research participants include freshman, sophomore, and senior students enrolled at English classes in the first semester of the academic year 2016 – 2017. Research data come from surveys, students' wall posts, students' reflections, and individual and focus group interviews suggest that despite some technological limitations, students view and respond positively to the use of Facebook as an alternative platform for English language learning and as an innovative and strategic tool in enhancing lesson delivery, engaging students with the material, and creating a discourse space for self-expression. Pedagogical implications for ESL (English as a second language) and EFL (English as a foreign language) and researchers are offered in the light of these results.
