Article

Using blogs to improve students' summary writing abilities

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Abstract

The research compared students' summary writing ability before and after they were taught through blog, a new medium or tool for written communication and interaction in many different languages around the world. The research design is a kind of one group pretest posttest. Participants were 33 first-year students who studied EN 011 course (English in Action) in the first semester of the academic year 2012 at Bangkok University. They were divided into six groups. Five or six students in each group created a blog; www.blogger.com, and they worked together for fourteen weeks to produce six pieces of summary written work. Each member in the group worked through providing comments, editing and revising on the blog until the group got a final summary paper and submitted that to the teacher for grading. The instruments used in this study were (1) two summary writing tests (2) a questionnaire surveying students' attitude toward learning through blogs, and (3) postings on blogs to reflect their learning experience. The results revealed that after the students worked together on weblogs, their English summary writing mean score of the posttest was higher than that of the pretest, and they had positive attitudes towards using weblogs in learning. Regarding cooperative learning experiences through using weblogs, most students thought that it was interesting, a new experience to work with their friends on the weblogs.

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... The Questionnaire Results 78 Tables Table 1. Types of Blogs in Language Education (Campbell, 2003) 30 Table 2. Common Features of Modern Blogs (Dieu, 2004;Martindale & Wiley, 2012; Moon & Lim, 2013) 31 Table 3. Questionnaire Items, Mean, Standard Deviation and Interpretation (Kitchakarn, 2012) 34 Table 4. Students' Perspectives of the Project (Vurdien, 2012) 35 Table 5. Peer Feedback Perspectives (Vurdien, 2012) 36 Table 6. Students' Perspectives of Collaborative Skills (Vurdien, 2012) 36 Table 7. ...
... In such cases, it is called English as a Second Language (ESL), and when learning it in a country where it is not used as a first and/or official language, such as Spain and Thailand, it is called English as a Foreign Language (EFL). Vurdien (2012) used the term EFL class in her research in Spain and Kitchakarn (2012) used the term EFL learning in her study in Thailand. ...
... There has been a mixed pattern of results in the literature concerning the use of blogs in ESL writing. Some studies have found advantages to using blogs in ESL writing (Abd Majid & Adnan, 2011;Kitchakarn, 2012;Nepomuceno, 2011;Vurdien, 2012;Wang et al., 2011;. However, other studies have found limitations to using them in ESL writing (Lin et al., 2013;Nepomuceno, 2011). ...
Thesis
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This study sought to understand the English Language Institute (ELI) of Jubail Industrial College (JIC) students’ perceptions of the use of blogs as additional out-of-class ESL writing activities. It also sought to delineate the ELI students’ perceptions of the advantages and drawbacks of using blogs in ESL writing outside class, especially in the light of the mixed pattern of results reported in the literature where some studies reported using blogs was beneficial in ESL writing while others reported they had limitations. This study had three research questions. What are the ELI students’ perceptions of the use of blogs as additional, out-of-class ESL writing activities? What are the students' perceptions of the benefits and advantages of blogs in ESL writing? What are the students' perceptions of the drawbacks and disadvantages of blogs in ESL writing? The participants in the study were ten Saudi males enrolled in a course called Unlock 3 Reading and Writing in the ELI of JIC in Jubail, Saudi Arabia. The number of participants was sufficient since the findings were not generalized to any intended larger population (Perry, 2011). To satisfy the principle of triangulation and ensure data reliability, the researcher employed three methods for data collection: a self-devised 18-item questionnaire, individual interviews, and a researcher’s journal (Glesne, 2016; Perry, 2011). The results of this study identified six benefits that resulted from using blogs in ESL writing outside class: (a) collaboration/interaction with classmates outside class, (b) help for shy students in expressing their views, (c) motivation to write, (4) ease of use, (5) less pressure on students because of the informal nature of blogs, and (6) improved writing. In addition, two limitations were also identified: (1) distraction from online ads, games, and chat invitations and PREVIEW BLOGS IN ESL WRITING viii (2) the use of impolite language by some bloggers. Thus, the benefits of blogs in ESL writing outweighed the limitations. These positive results were in line with the results of the primary studies of Koҫ and Koҫ (2016), Kitchakarn (2012), Grami (2012), Vurdien (2012), Wu and Wu (2011), Wang et al. (2011), and Majid and Adnan (2011).The researcher provided tips for maximizing the benefits of blogs in ESL writing and minimizing their drawbacks. Finally, he provided some limitations of this present study and offered suggestions for future research.
... Many primary research studies reported positive results for the use of blogs with ESL writing. Kitchakarn (2012) conducted a study on first-year, firstsemester university students in Bangkok, Thailand. They were all enrolled in an English course. ...
... Such collaboration was also found in other primary studies. For instance, Kitchakarn (2012) reported that blogs created an authentic learning experience for students and fostered their collaboration in ESL writing. She conducted her study on university students in Bangkok, Thailand. ...
... Moreover, Kitchakarn (2012) reported in her study that blogs provided the ESL writing students with authentic learning experiences. Wang, et al. (2011) stated that blogs gave students a chance to communicate beyond the classroom. ...
Article
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Saudi Students’ Perspectives of Blogs in ESL Writing[PP: 57-67]Dr. Ahmed Al ShlowiyEnglish Language Institute, Education SectorRoyal Commission of JubailKingdom of Saudi Arabia Dr. Khaled Layali Police Academy CairoEgyptABSTRACTThe researchers used an intact class of convenience at the English Language Institute (ELI) in Jubail, Saudi Arabia to conduct their study to find out about the students’ perspectives about the use of blogs as an additional out-of-class ESL writing activity. These perspectives were important as mixed results about benefits and limitations of the use of blogs in ESL writing were reported in the literature. Twenty Saudi male students participated in the questionnaire and interview. The researchers aimed to gain in-depth information from the participants to try to answer the research question (i.e., what are the ELI Saudi students’ perceptions of the use of blogs in ESL writing?). As such, these twenty students who agreed to participate in the study were enough since the aim was to gain rich information to answer the research question not to generalize the findings to any intended larger population. The study found advantages for using blogs in ESL writing. These were: (1) motivation, (2) collaboration among students. (3) helping students express their views freely and (4) being user-friendly. One drawback was reported by the participants, namely, the use of impolite language by some bloggers. These positive results of using blogs were in line with the results of other primary studies reported in the literature such as Kitchakarn (2012), Vurdien (2012) and Wang et al (2011). The one reported limitation was also reported in Nepomuceno (2011). One tip was presented by the researchers to overcome this limitation. Finally, they offered suggestions for further research.
... Many primary research studies reported positive results for the use of blogs with ESL writing. Kitchakarn (2012) conducted a study on first-year, firstsemester university students in Bangkok, Thailand. They were all enrolled in an English course. ...
... Such collaboration was also found in other primary studies. For instance, Kitchakarn (2012) reported that blogs created an authentic learning experience for students and fostered their collaboration in ESL writing. She conducted her study on university students in Bangkok, Thailand. ...
... Moreover, Kitchakarn (2012) reported in her study that blogs provided the ESL writing students with authentic learning experiences. Wang, et al. (2011) stated that blogs gave students a chance to communicate beyond the classroom. ...
Article
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The researchers used an intact class of convenience at the English Language Institute (ELI) in Jubail, Saudi Arabia to conduct their study to find out about the students' perspectives about the use of blogs as an additional out-of-class ESL writing activity. These perspectives were important as mixed results about benefits and limitations of the use of blogs in ESL writing were reported in the literature. Twenty Saudi male students participated in the questionnaire and interview. The researchers aimed to gain in-depth information from the participants to try to answer the research question (i.e., what are the ELI Saudi students' perceptions of the use of blogs in ESL writing?). As such, these twenty students who agreed to participate in the study were enough since the aim was to gain rich information to answer the research question not to generalize the findings to any intended larger population. The study found advantages for using blogs in ESL writing. These were: (1) motivation, (2) collaboration among students. (3) helping students express their views freely and (4) being user-friendly. One drawback was reported by the participants, namely, the use of impolite language by some bloggers. These positive results of using blogs were in line with the results of other primary studies reported in the literature such as Kitchakarn (2012), Vurdien (2012) and Wang et al (2011). The one reported limitation was also reported in Nepomuceno (2011). One tip was presented by the researchers to overcome this limitation. Finally, they offered suggestions for further research.
... Furthermore, blogs can provide students of English as a foreign language (EFL) with opportunities to communicate in English beyond the classroom, with their peers and the cyberspace community (Wang, Wu, Chiu, & Wu, 2011). Blogs also provide EFL learners with authentic learning experiences through real communication (Kitchakarn, 2012) in addition to enabling them to practice writing under less pressure (Nepomuceno, 2011). Eventually, as learners practice more writing, reading, and commenting on classmates' blog posts, they will be encouraged to communicate in the target language in real situations outside the classroom, which is the major aim of learning a language (Richards, 2006). ...
... A considerable amount of literature has been published on the use of blogs in English writing. Many researchers found benefits of blogging in EFL writing classes (e.g., Aljumah, 2012;Grami, 2012;Kitchakarn, 2012;Layali, 2017;Alsubaie & Madini, 2018;Sulistyo et al., 2019), while others identified drawbacks of using blogs in writing (e.g., Lin, 2013;Lin, Groom, & Lin, 2013). Therefore, this study provides further evidence of the effect of using blogs on EFL learners' summary writing skills, besides students' perspectives of blogging which contributes to more understanding of their benefits and drawbacks. ...
... Therefore, this study provides further evidence of the effect of using blogs on EFL learners' summary writing skills, besides students' perspectives of blogging which contributes to more understanding of their benefits and drawbacks. In addition, no studies have been conducted in the Saudi context to examine EFL learners' perceptions of blogging on promoting summary writing ability that is a crucial skill to be mastered at university level (Kitchakarn, 2012). It is hoped that this research makes a valuable contribution to the field of learning and teaching EFL writing. ...
... Writing is not an easy skill to learn as it requires a cognitive process and social context (Kitchakarn, 2012). Thus, writing requires regular practice with special reference to academic writing. ...
... Studies that advocate the implementation of blogs have shown its usefulness in improving learners' writing (Almalki, 2019;Fageeh, 2011;Kuimova & Zvekov, 2016). It has been found that using blogs in learning and teaching writing leads to significant improvement in students' writing performance (Chang & Szanajda, 2016;Kitchakarn, 2012). The improvement was detected at the levels of both writing skills and sub-skills such as content, coherence, accuracy, fluency, vocabulary, and critical thinking. ...
... The negative aspects were difficulties with posting blogs, errors in grammatical structure, feelings of boredom, the time-consuming nature of blogs, and feeling anxious about writing for an audience (Akda & Özkan, 2017). Other research reported a few negative responses (2 of 33) from learners such as not being able to post on the blog due to the lack of access to computers (Kitchakarn, 2012). ...
Article
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The blog is one of the recent technologies in use for teaching, learning, and practicing writing (Aljumah, 2012). Blogs are an educational tool for continuous learning outside classrooms (Vurdien, 2013). The current study aims to add to the research on blogs in EFL writing by observing the writing development of EFL learners in a Saudi context. The study also investigates learners’ perceptions of utilizing blogs as tools to increase classroom engagement. The data are collected from 36 female high school students by analysing the students’ writing samples before and after the intervention, conducting a questionnaire at the end of the intervention, and interviewing select participants. Although the findings did not show any significant differences between the two writing samples, the responses from the surveys indicated positive perceptions of blogs in writing and of blogs as a tool for increasing engagement. The active interaction in peer feedback and class discussion revealed that the blog is a useful tool for learning writing.
... En los últimos años encontramos diversas experiencias en las que se ha puesto en marcha el uso de las TIC en las aulas de diferentes etapas educativas (Boticki, Baksa, Seow, y Looi, 2015;Furman, De Angelis, Dominguez, y Taylor, 2019;McKenna, 2012;Song, 2014;Walczak Y Taylor, 2018;Wollscheid, Sjaastad, Tømte, y Løver, 2016). De manera específica, en el ámbito universitario se puede percibir un auge en las experiencias educativas que han implantado las TIC en su proceso de enseñanza-aprendizaje (Cakir, 2013;Degrossi y Carnevali de Falke, 2009;Gecer y Dag, 2012;Joseph, Roach, Natarajan, Karkada, y Cayaban, 2021;Hashemifardnia, Namaziandost, y Shafiee,2018;Hung, 2011;Kitchakarn, 2012;Liu, 2016;Marín y Donoso, 2014;Martínez y Hermosilla, 2011;Moreno, 2019;Rojano, López, y López, 2016), debido a la mayor autonomía y destreza de los estudiantes y al interés por responder de esta forma a los objetivos establecidos desde las autoridades europeas. En general, estos estudios han reflejado un aumento en la autonomía y la motivación de los estudiantes (Degrossi y Carnevali de Falke, 2009;Furman et al., 2019;Martínez y Hermosilla, 2011) y, en algunos casos, incluso, en el rendimiento académico de los mismos (Furman et al., 2019;Hashemifardnia et al., 2018;Joseph et al., 2021;Liu, 2016;McKenna, 2012;Rojano et al., 2016;Song, 2014;Wollscheid et al., 2016). ...
... Para conseguir todos estos logros, han usado diferentes metodologías. Algunos estudios han implantado un método presencial, pero con apoyo de las tecnologías (Boticki et al., 2015;Cakir, 2013;Degrossi y Carnevali de Falke, 2009;Furman et al., 2019;Kitchakarn, 2012;Marín y Donoso, 2014;Martínez y Hermosilla, 2011;McKenna, 2012;Rojano et al., 2016;Song, 2014;Walczak y Taylor, 2018;Wollscheid, et al., 2016); de blended-learning (Gecer y Dag, 2012;Liu, 2016); flipped classroom (Hashemifardnia et al., 2018;Joseph et al., 2021) o gamificación Moreno, 2019). ...
... En cuanto al tipo de herramienta utilizada para llevar a cabo esta innovación, nos encontramos con que los resultados son muy heterogéneos ya que, aunque el proceso de enseñanza-aprendizaje se ha visto acompañado en la mayoría de los casos de blogs (Cakir, 2013;Degrossi y Carnevali de Falke, 2009;Kitchakarn, 2012;Liu, 2016;Marín y Donoso, 2014;Martínez y Hermosilla, 2011;Rojano et al., 2016); también se han utilizado otras herramientas como Webquest (Degrossi y Carnevali de Falke, 2009); vídeos (Hung, 2011;Joseph et al., 2021;Marín y Donoso, 2014); plataformas online (Gecer y Dag, 2012;Joseph et al., 2021;Marín y Donoso, 2014) o aplicaciones, juegos o actividades (Furman et al., 2019;Hashemifardnia et al., 2018;McKenna, 2012;Moreno, 2019;Song, 2014;Walczak y Taylor, 2018;Wollscheid et al., 2016). ...
... Using blogs for teaching enables interaction between the students and the lecturer and the students with each other. This characteristic helps to receive feedback from both teachers and peers (Kitchakarn, 2012;Said et al., 2013;Arslan, 2014;Ting, 2015). Using blogs for teaching can be synchronously during the class meetings or after class meetings or both in class and after class meetings (Wu &Wu, 2011). ...
... Using blogs for teaching can be synchronously during the class meetings or after class meetings or both in class and after class meetings (Wu &Wu, 2011). Using blogs in teaching enhances students' creative and critical thinking skills (Kitchakarn, 2012). ...
Article
The study aimed at designing a proposed model for developing English writing skills using web 2.0 tools and exploring its acceptance level from students' and instructors' perspectives. The study adopted the descriptive methodology. Eight female instructors responded to the instructors' questionnaire. Also, twenty female students responded to the students' questionnaire. To analyse the quantitative data, the means of participants' respondents were calculated. The most important results were both students and instructors who participated in the current study accepted the proposed model. Based on the results of the study, the most important recommendations were: using technology, especially the proposed model in teaching at ELC.
... Not only did students like their peers' and teachers' comments, they also liked to exchange ideas and opinions, as well as constructive feedback and teacher correction on their writing. More studies on writing skills such as summary writing, Kitchakarn (2012) found that learners' summary writings have improved and their attitudes towards using weblogs in learning were positive. Taki and Fardafshari (2012) emphasized the practicality of weblogs on writing skills and motivation. ...
... In general, the analysis of the results showed that learners believed they produced better translation when blogging. This result agreed with the previous studies which investigated the learners' improvement in writing skill via weblog (Pinkman, 2005;Noytim, 2010;Kitchakarn, 2012). ...
... It is thought-provoking that the three different views about writing skills expressed in the positive category of the sub-problem are all mentioned once. Kitchakarn (2012) investigated the effect of blog use on students' summary writing skills. The results of the study revealed that after working together on student blogs, their English summary writing mean scores were higher than the pre-test and they had positive attitudes towards using the blogs in learning. ...
... Similarly, Hosseinpour, Biria & Rezvani (2019) found out that Edmodo mobile application contributed positively to the academic writing skills of students learning English as a foreign language. The findings of Kitchakarn (2012) and Hosseinpour, Biria & Rezvani (2019) revealed that the use of technology improves various writing skills. ...
... It is thought-provoking that the three different views about writing skills expressed in the positive category of the sub-problem are all mentioned once. Kitchakarn (2012) investigated the effect of blog use on students' summary writing skills. The results of the study revealed that after working together on student blogs, their English summary writing mean scores were higher than the pre-test and they had positive attitudes towards using the blogs in learning. ...
... Similarly, Hosseinpour, Biria & Rezvani (2019) found out that Edmodo mobile application contributed positively to the academic writing skills of students learning English as a foreign language. The findings of Kitchakarn (2012) and Hosseinpour, Biria & Rezvani (2019) revealed that the use of technology improves various writing skills. ...
... Responding to the current needs of students, teachers, and administrators regarding the use of new technologies within and beyond L2 classrooms, the Teachers of English to Speakers of Other Languages (TESOL) Technology Standards explain how technology can be applied in the various contexts of language teaching with an emphasis on integrating solid pedagogical principles and technological developments to improve the teaching of English and other languages (Healey, Hanson-Smith, Hubbard, Iannou-Georgiou, Kessler, & Ware, 2011). As described by Kessler (2013), computers and other technological advances support many of the innovative yet widely accepted pedagogical principles of language teaching, such as creating a collaborative learning environment (e.g., Lee, 2013;Sun & Chang, 2012), facilitating L2 students' exposure to authentic language (e.g., Abunowara, 2014;Bahrani, Tam Shu, & Nekoueizadeh, 2014;Brinton, 2001), providing opportunities for autonomous student learning (Tomlinson, 2011), and increasing learners' motivation in regard to using English (Aljamah, 2012;Kitchakarn, 2012). ...
... The authors conclude that the use of computers and other technologies can support the development of core academic abilities, such as writing and reading. Related work has also included the investigation of the use of blogs to facilitate EFL students' writing skills and L2 vocabulary acquisition (e.g., Ching, 2012;Kitchakarn, 2012), software to teach grammar (e.g., Al-Jarf, 2005;Sadeghi & Dousti, 2013), digital books to provide for meaningful reading activities and improve interactions among students (Chou, 2015;Liaw, 1997), video-based blogs to improve students' public speaking skills in English (Shih, 2010), web-enhanced environments to assist L2 learners in developing intercultural competency (Furstenberg & Levet, 2010;Lázár, 2015;Xing & Wang, 2008), among other topics. ...
Article
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The open education movement has resulted in the proliferation of content that is freely produced, shared, remixed, and reused by instructors in various disciplines throughout the world. However, little is known about whether or not English as a second language (ESL) instructors in the United States (US) are taking part. This study reports on the survey responses of 310 ESL instructors working in various US educational contexts. Results indicate that 59% of respondents were either aware or very aware of open educational resources (OER). Instructors with less teaching experience were two times as likely of being aware of OER than more experienced instructors. Instructors working in K-12 settings were more likely to use OER than those teaching in community colleges and universities. Respondents' main reasons for using OER include the ease of adapting/incorporating OER in their courses and that OER address aspects of their course not found elsewhere. Primary reasons for not using OER include difficulty in locating OER and the quality of the materials. Respondents indicated that OER have made their teaching more interesting/dynamic, provided for the inclusion of more authentic materials, and helped to better address the needs of their students and the goals of their ESL program.
... Several studies report that learners find blogs an enjoyable, fun, fresh, and interesting platform where they practice writing skills with increased responsibility, motivation, and confidence (Aljumah, 2012;Ciftci & Kocoglu, 2012;Kitchakarn, 2012;M. H. Lin, Groom, & Lin, 2013;Nepomuceno, 2011;Vurdien, 2013;Zhang et al., 2014). ...
... T.-Z. Chen, 2012); creative, analytical, and critical thinking skills (Noytim, 2010;Wu et al., 2015); and developing summary writing (Kitchakarn, 2012). In two studies, namely M. H. Lin et al. (2014) and M. H. , the journaling aspect of blogs was highlighted by learners as a perceived benefit. ...
Article
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This study presents a synthesis of empirical research reporting on learners’ perceptions about the effectiveness of CMC in EFL/ESL writing classes. Conducting a multi-stage systematic review, we analyzed 52 scholarly research articles published between 2000 and 2016. Our findings indicate that while learners perceive linguistic benefits from interacting with different interlocutors in mainly blog- and wiki-mediated writing activities, they also report challenges with respect to task demands and the quality of feedback. Learners perceive CMC-integrated writing to be authentic and interactive, thereby developing their motivation, autonomy, and identity as writers. Finally, the implications of this review and the directions for future research in the domain of CMC and EFL/ESL writing are discussed.
... Studying learners' attitudes and engagement in EFL blogging may yield insight into how to effectively combat foreign language anxiety and foster learning instead. According to relevant research, particularly with university students, blogging has been shown to stimulate motivation and engagement, essentially encouraging language learning (de Almeida Soares, 2008; Blackmore-Squires, 2010; Kitchakarn, 2012;Miyazoe & Anderson, 2010;Noytim, 2010;Rahmany et al., 2013). ...
Conference Paper
Computer Mediated Communication (CMC) has invaded every aspect of our lives and therefore it cannot be excluded from our foreign language classroom context. Worldwide research in different CMC technologies, such as e-mails, forums, blogs, wikis and others has reported development of positive attitudes towards online communication as well as increase of participation and motivation on part of the students (Beavois, 1995; Koufadi, 2014; Lee, 2004; Nguyen, 2011; Tyrou & Mikros, 2012; Warschauer, 2001; Weasenforth, Biesenbach-Lucas, & Meloni, 2002). Adopting the assumption of the Affective Filter Hypothesis (Krashen, 1982) that in order for language acquisition to take place affective filters should be lowered, and within the framework of Socioconstructivist approach (Jee, 2009; Palincsar, 1998; Vygotski, 1978), this presentation examines the impact of a tutor/class blog on the attitudes, motivation and participation of a class of 24 high-achieving Junior High School A’ graders concerning class blogging. The integration of the blog was dictated by the recently reduced number of hours of face-to-face interaction at school and the small-scale research was conducted to ensure the fulfillment of the goal, which was the expansion of meeting time using a virtual environment. The data were collected via an informal pre-test discussion, teacher observations, record keeping of students’ blog interactions and a formal post-test questionnaire (Allwright, 2005; Burns, 2010; Campbell, 2007; Dornyei, 2003; Ellis, 2012). After a brief discussion of the potential benefits of using blogs in EFL, this presentation will discuss the results of the research which demonstrate that, despite the initial students’ enthusiasm and their generally positive attitude as well as the teacher’s expectations, the learners did not sufficiently participate and engage in the activities of the blog. The findings of the study are further exploited for the design of a more effective model of blog use in the secondary EFL classroom.
... Shows the types of blogs 6.5. In [18] points to three types of blogs that are frequently used in classrooms: a) Teacher's Blogs: This is what the teacher determines and works on, such as exploring sites and exchanging views via the Internet through the use of buttons to suspend access to information about the curriculum. b) Learner's Blogs: This allows the student to work and participate, where he can add his ideas, and thus encourages students to express themselves. ...
Article
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The purpose of this research was to know the effectiveness of using educational blogs in teaching computers on the achievement of students in the second year in the College of Education and retention of information. The researcher used the semi-experimental method. The sample of research consisted of (36) students in the second year in the department of Biology, the College of Education at the University of Samarra has been divided into two groups, one of which consists of (18) students which has been considered as control group and has been studied using the classical method, and the experimental group which consisted of 18 students studied using the educational blog. Both groups (experimental and control) were similar in number and equal in the number of variables that could affect the safety of experimental design of the research. The researcher choose Chapter 4 of (Microsoft PowerPoint 2010) and Chapter 5 (Inserting Objects and Adding Movements in Microsoft PowerPoint 2010) from Computer Basics Part 2, which is taught to students of the second stage at the College of Education / University of Samarra, the researcher used the test of achievement in the computer material, prepared by the researcher consists of (50) paragraphs of the multiple choice, and to test the validity of assumptions used researcher statistical packages program (SPSS).
... Due to the features of being user-friendly (Fageeh, 2011;Noytim, 2010), there being ease of use and allowing for collaborative learning (Habul-Šabanović, 2015), blogs have been applied in different disciplines by educators to facilitate language teaching and learning (Blood, as cited in Armstrong & Retterer, 2008). Although its effectiveness has been widely confirmed by many studies (Aljumah, 2012;Armstrong & Retterer, 2008;Arslan & Şahin-Kızıl, 2010;Fageeh, 2011;Kitchakarn, 2012;Lin, Groom & Lin, 2013;Lin, Li, Hung & Huang, 2014;Liu & Chang, 2010;Noytim, 2010;Silviyanti & Yusuf, 2014), the practical employment of blogging in language writing classrooms remains uncommon (Golonka, Bowles, Frank, Richardson & Freynik, 2014;Miyazoe & Anderson, 2010). Research on the investigation of the impacts of blog in language writing classrooms is also recommended (Aljumah, 2012). ...
Article
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This quasi-experimental research examined the effects of the process/genre approach (PGA) with the integration of blogs in EFL university-level students’ writing classrooms. This was a mixed-method study in which the participants’ essays and adopted questionnaires contributed to accumulating quantitative data while the interviews and observations provided qualitative data. The study took place over ten weeks at a university in central Taiwan in which paper-pencil instruction was applied in the control group, while blog instruction was employed for the experimental group. The students’ essays were computed by applying a paired-sample t-test, and the questionnaires were analysed by applying a Wilcoxon signed-rank test to determine whether there were any statistically significant differences in terms of the students’ writing performance and perceptions toward the PGA and blog writing after comparing the results of the pre-test and the post-test. The qualitative data was analysed to provide in-depth evidence to support the quantitative results. After the data analysis was completed, the paired-sample t-test demonstrated that there were significant differences in terms of the students’ writing performance in both groups, which demonstrates how the PGA developed the EFL university students’ writing performance. Because the students had more interactive opportunities to be exposed to the language inputs, this approach facilitated their English writing performance. The Wilcoxon signed-rank test presented that the students revealed positive attitudes toward writing blogs and also positive affections toward blog writing because they had higher levels of satisfaction and lower levels of apprehension when blogging. Moreover, there was a significant difference in terms of the factor of “learning with peers” in the control group since the PGA provided more interactive and communicative opportunities. The students also indicated greater understanding about their writing samples in the experimental group, since they were allowed to refer to the instructional contents on the blogs anytime and anywhere.
... Yet, student teachers of Yang (2009) had a lower level of knowledge construction in that they mostly posted descriptive rather than critical reflection entries on a class blog, despite their active engagement in online interaction and discussion. In the extant literature, a few empirical studies have attempted not to solely rely on self-reported data but to further employ other data sources (e.g., exams/tests, coding results of posted assignments, or assignment evaluation scores) when discussing the potential of textual blogging with respect to performance and/or affective outcomes (e.g., Arslan, 2014; Bae, 2011; Ellison & Wu, 2008; Harland & Wondra, 2011; Kitchakarn, 2012; Xie, Ke, & Sharma, 2008). For example, Xie et al. (2008) investigated blog-based journaling experience in an experimental group receiving peer and instructor feedback and a control group without exchanging any feedback with others. ...
Article
This exploratory study investigates whether blending a class video blog into face-to-face instruction may enhance university students' actual learning performance and affective outcome at the same time. Research as to the effects of such a pedagogical approach remains less studied in the extant literature. This yearlong investigation collects multiple data sources from 42 university freshmen in an experimental group (EG, N = 21) and a control group (CG, N = 21). Results indicate that the EG statistically outperforms the CG in oral proficiency development after the interventions. While there is no significant difference between the two groups in terms of overall and outside-class willingness to communicate in the target language, it appears that the CG perceived more in-class willingness at the end of this study. Qualitative data sources reveal the EG's positive attitude toward joining this shared blog platform and several concerns raised by some of these learners during this learning process.
... Within online learning contexts, the use of blogs has been identified as a valuable way to facilitate collaborative tasks aimed to improve writing among postsecondary students during the revising stage of writing (Chen, 2016;Kitchakarn, 2012;Novakovich, 2016;Pham & Usaha, 2016;Sullivan & Longnecker, 2014;Zhang et al., 2014). However, few studies have explored the use of blogs during the prewriting stage (e.g., Vurdien, 2013;Novakovich & Long, 2013), which is a fundamental stage of the writing process (Emig, 1971;Flower & Hayes, 1981;Graves, 1983;Murray, 1968;Rohman & Wlecke, 1964). ...
Article
The current state of writing at the postsecondary level has raised many concerns regarding basic writing skills and academic writing skills among all levels of students. Blogs have been identified as an effective digital tool to facilitate collaborative tasks aimed to improve writing during the revising stage. However, there is little existing research that specifically looks at the use of blogs during the prewriting stage of writing. Guided by a sociocultural theoretical framework, this study employed a qualitative research design to explore levels of blog interactions during the prewriting stage of writing among graduate students. Blog interactions were collected and analyzed qualitatively with grounded theory coding processes. Qualitative analyses resulted in the identification of four interrelated domains: static supportive, affective, connective, and dynamic supportive. Among these domains, 15 categories that further described blog interactions were found. Findings were reported for each category by domain and included descriptions, as well as supportive meaning units. Results were discussed, along with limitations and recommendations for future research endeavors.
... Due to the features of being user-friendly (Fageeh, 2011;Noytim, 2010), there being ease of use and allowing for collaborative learning (Habul-Šabanović, 2015), blogs have been applied in different disciplines by educators to facilitate language teaching and learning (Blood, as cited in Armstrong & Retterer, 2008). Although its effectiveness has been widely confirmed by many studies (Aljumah, 2012;Armstrong & Retterer, 2008;Arslan & Şahin-Kızıl, 2010;Fageeh, 2011;Kitchakarn, 2012;Lin, Groom & Lin, 2013;Lin, Li, Hung & Huang, 2014;Liu & Chang, 2010;Noytim, 2010;Silviyanti & Yusuf, 2014), the practical employment of blogging in language writing classrooms remains uncommon (Golonka, Bowles, Frank, Richardson & Freynik, 2014;Miyazoe & Anderson, 2010). Research on the investigation of the impacts of blog in language writing classrooms is also recommended (Aljumah, 2012). ...
Article
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p>XXI century society has a multimodal nature and it is referred as 2.0 era, in which the use of Information and Communication Technologies (ICTs) is essential. This implies that tertiary education needs to be adapted to this context and, therefore it is necessary to highlight multimodal teaching in University classrooms thanks to Power Point or Prezi presentations, the use of videos or social networks such as Facebook or Twitter , the use of google tools, etc. This article describes some activities that promote multimodality used in the subject English Language V of the degree in English Studies at the University of Alicante. The selection of activities is determined not only for its multimodal nature but also because they contribute to the acquisition of competences that are essential for the labour market. In addition, a survey was prepared in order to know students’ opinions about a teaching proposal based on multimodality.</p
... Learners attempt to reinforce their understanding of a new concept by, for example, quickly recalling facts, basic concepts, definitions, dates and lists. The process of summarisation by learners can improve reading comprehension, critical thinking and knowledge retention (Kitchakarn, 2012). Summarisation by learners is a generative learning activity and can be textbased and/or visual (i.e., pictures and video). ...
Article
Infographics are a visualisation tool that can be used to improve retention, comprehension and appeal of complex concepts. The rise of infographic use in education has facilitated new forms of application and design of these tools. Instructor-provided summary infographics are a new form of infographic, whereby key learning objectives and content are summarised in graphical form at the end of a lesson. However, it is unknown whether these types of infographics can support learning in online environments. This exploratory research investigates student perceptions, retention, applications and activity generation of instructor-provided summary infographics in a massive online learning environment. Using both post-course learner survey data (n = 1,899) and text mining analysis (n = 72,490 words), results present how learners perceived instructor-provided summary infographics as useful and appealing for retaining, clarifying and understanding learning concepts. The research contributes a novel understanding of summary infographics in online learning environments, and supports their use as a design tool for educational delivery in the online space.
... Due to the features of being user-friendly (Fageeh, 2011;Noytim, 2010), there being ease of use and allowing for collaborative learning (Habul-Šabanović, 2015), blogs have been applied in different disciplines by educators to facilitate language teaching and learning (Blood, as cited in Armstrong & Retterer, 2008). Although its effectiveness has been widely confirmed by many studies (Aljumah, 2012;Armstrong & Retterer, 2008;Arslan & Şahin-Kızıl, 2010;Fageeh, 2011;Kitchakarn, 2012;Lin, Groom & Lin, 2013;Lin, Li, Hung & Huang, 2014;Liu & Chang, 2010;Noytim, 2010;Silviyanti & Yusuf, 2014), the practical employment of blogging in language writing classrooms remains uncommon (Golonka, Bowles, Frank, Richardson & Freynik, 2014;Miyazoe & Anderson, 2010). Research on the investigation of the impacts of blog in language writing classrooms is also recommended (Aljumah, 2012). ...
Research
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The special issue dealt with issues that were primarily having a global perspective reflecting the status of language teaching in different contexts such as integrating technology, discourse analysis of e-politeness, teacher education, the effect of teaching techniques on learners’ autonomy, English for academic purposes, multimodal teaching, the role of learners’ depth and breadth of vocabulary knowledge, and the importance of language teaching as a social functional activity. The variety of papers submitted for this special issue permitted us to adopt a more global perspective that can attract and intrigue the interest of international readership. I would like to extend my gratitude to those who submitted to their papers for the special issue and our reviewers who kindly reviewed the papers. Out of a large number of papers (53 papers) submitted to our journal, 11 papers were accepted at the end by our board of reviewers for publication.
... Moreover, students frequently need to summarize a text while studying for exams. On account of these reasons, according to some researchers, summary writing can be accepted as a basic skill which needs to be learned (Williams, 2012;Kitchakarn, 2012;Bulut & Akyol, 2014). In the Turkish language (6, 7, 8. grades) curriculum guide for primary school (MEB, 2006) there are two acquisitions for summary writing skill. ...
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Keywords Summary writing helps students to determine the main idea, make generalizations, eliminate trivial details, restate the ideas entirely and enables students to remember any information. In the present study, a mixed method is used. In the scope of the research, a strategy of text summary writing is developed. In order to develop text summary writing strategy, four-weeks implementation is applied to 43 students studying at the university 3rd grade by the researchers. The strategy developed in these implementations have been updated in the education period with students' feedback and finalized with student-focused changes. At the end of the study, it is stated that the students who have taken text summary writing strategy education, able to summarize without taking direct quotations from the main text, use less time while writing the summary, write shorter summaries and nearly all of the students agreed that summary writing education is useful. It is concluded that conducting a systematic and planned text summary writing education helps students to improve written expression skill. Text summary Summary writing skill Text summary assessment Rubric Article Info
... Kitchakarn pointed out that some of the difficulties that students experienced in writing can be overcome by using blog as a tool for writing [13] As a writing tool, blog can facilitate communication and interacting in several languages around the world. ...
... This can be viewed as socialenvironmental influences (Chen, Liu, Shih, Wu, & Yuan, 2011). Therefore, many educators facilitate online discussions in their courses ( (Ekahitanond, 2013;Kitchakarn, 2012;Kitchakarn, 2013). As such, the current study employed social media as a platform for students to do the activity. ...
Article
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The current study was conducted to see the effectiveness of using social media to enhance students' critical thinking skills. To fulfill the purpose of the study, a 14-week experimental study was performed with two groups of students. Both groups were introduced to how to respond to questions based on Revised Bloom's Taxonomy. During the period of doing the activity, students in the experimental group had to post answers in Facebook and got feedback from peers and teacher as mutual learning while those in the control group wrote their replies in papers and submitted them to the teacher in class. The research instruments used in this study included pre-and post-tests and a questionnaire. The data were analyzed by using dependent t-tests, independent t-tests, means, and standard deviations. After the experiment there was a difference in the mean scores of critical thinking ability between the two groups at the significance level of.05. The data obtained from the questionnaire manifested students' positive attitudes towards English instruction delivered through questioning technique and postings in Facebook.
... A funnel plot of attitudes toward blended learning. (Kitchakarn, 2012). Assisted with blogs in writing, learners may improve their reflection compared with the traditional writing on printed paper (Harland and Wondra, 2011). ...
Article
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The sudden outbreak of COVID-19 has made blended learning widely accepted, followed by many studies committed to blended learning outcomes and student attitudes. Few studies have, however, focused on the summarized effect of blended learning. To complement this missing link, this study meta-analytically reviews blended learning outcomes and student attitudes by including 30 peer-reviewed journal articles and 70 effect sizes. It concludes that blended learning outcomes are significantly higher than the traditional learning outcomes with a medium effect size, and learners hold significantly more positive attitudes toward blended learning than traditional learning with a medium effect size. Blended learning may be promising, and information technology scientists may focus on the development of more advanced and effective devices to improve blended learning effectiveness.
... Studying learners' attitudes and engagement in EFL blogging may yield insight into how to effectively combat foreign language anxiety and foster learning instead. According to relevant research, particularly with university students, blogging has been shown to stimulate motivation and engagement, essentially encouraging language learning (de Almeida Soares, 2008; Blackmore-Squires, 2010; Kitchakarn, 2012;Miyazoe & Anderson, 2010;Noytim, 2010;Rahmany et al., 2013). ...
Chapter
This chapter investigates the attitudes and engagement of 24 junior high school students who used a tutor-class blog for interaction. The research considered whether the goal of extending the amount of L2 interaction using a virtual environment could be achieved and if the initial positive attitude expressed by learners would be evident during their blog participation. The research also investigated the affective and motivational parameters associated with learners’ involvement. The findings demonstrate that, despite students’ initial enthusiasm and positive disposition, they did not regularly engage in the blog activities which can be attributed to a wide range of factors, among which anxiety is considered to be one of the primary sources. A proposed framework is suggested for more effective blogging for EFL secondary education classes.
... 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 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). ...
... They can also work together on projects and get feedback from others, and thus engage in debates and ask questions without feeling embarrassed. Kitchakarn (2012), conducted a study to investigate whether blogs have any effects on students' abilities to write summaries by contrasting their tests before and after being taught through a weblog. The study findings showed that after the students worked together on weblogs, their mean score was higher than without blogs, and they had good opinions regarding utilizing weblogs in the classroom. ...
... Last studies have been conducted related to learning media for writing activities. Technology has also been widely used as a learning medium, such as blogs, that can be used to improve students' ability to make summaries (Kitchakarn, 2012). Digital stories can be a way for teachers to teach narrative texts (Jauharoh, 2017). ...
Article
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This study aims to determine the effect of Lerntabeguch on learning outcomes of German writing skills using the freizeit theme. The method used in this study is a quantitative method with a research design of Pretest Posttest Control Group Design. The research was conducted at State Senior High School 31 Jakarta. The research sample was taken by a simple random sampling technique. Data were collected through documents and writing tests. Validity tests were using Pearson Product Moment and reliability using Cronbach Alpha. While the data analysis technique used a t-test. The results showed that the t-count Pretest in the experimental class and control class was 1.108 with t-table at a significance level of = 0.05 and degrees of freedom (DK) = 34. While the results of the t-count Posttest in the experimental class and control class were 3,485. So, there is an effect of using Lerntagebuch on learning outcomes of German writing skills for class XII students related to the topic of Free Time Activities (Freizeit).
... For example, the researches in Asian countries such as the Web 2.0 with blended learning (Shih, 2011), social networking services (SNSs) (Yanus, Salehi, & Chenzi, 2012), digital technology (Razali, 2013), blogs (Yunus, Tuan, & Salehi, 2013), and Intelligent Computer-Assisted Language Learning (ICALL) (Cowan, Choo, & Lee, 2014). In the same way, Thai researches also presented the collaborative blogging, web-based lessons, and electronic feedback (Khampusean, 2012), the web-based lesson on conjunctions (Chomchiawchan, 2012), blog (Kitchakarn, 2012), web-based instruction in English paragraph writing (Woottipong, 2013), and the web-based concordancers on English collocations (Chatpunnarangsee, 2013) as these tools reflect many positive outcomes for the development of the students' writing skills. Therefore, TELL could be considered as one of the most essential factors that could bring Thai students to a competent level of EFL writing. ...
Conference Paper
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Technology-enhanced language learning (TELL) has played an importantly integral tool in providing EFL students with valuable language experiences in language classrooms. Since the introduction of recording machine for pronunciation in 1970s', teaching and learning innovation has been advanced and moved forward with an interesting pace. It is however an unanswered question whether teaching innovation can make any true advantages to Asian students who have typically been familiar with a spoon-feeding learning approach. This study focuses on technology-enabled lessons as a supplemental teaching tool for teaching English writing to EFL university students in a Thai university. Additionally, a discussion is developed on the benefits found in using technology (e.g., web-based lessons, blogs, electronic feedback, and Microsoft Office Word) as a part of writing activities. The researcher is particularly interested in investigating on how Asian students harness technology when they have always been passive learners in schools. The paper thus further illustrates the importance of promoting learner autonomy in Asian EFL context and elaborates the main factors contributing to its development. The author also criticizes on the effectiveness of TELL in an Asian university for future advancement in EFL education.
... Within this digital transformation of education, one of the most evident changes is the development of e-learning, with Massive Open Online Courses (MOOCs) being one of the most popular educational techniques, as they are usually free or offered at modest prices [3]. These courses were first created by MIT and Harvard in 2012 [4] and nowadays they have become an educational phenomenon, where, thanks to technology [5], a large number of people can access quality education from any country in the world [6], as MOOCs are able to systematise, theorise, and develop electronic tools and services [1] that are flexible in terms of time, location or dedication [7], which allows for an increase in the ability to learn [8], improved academic performance of students [9] and increased satisfaction [10]. ...
Article
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This study aims to analyse the impact of Social Media Marketing in Customer Brand Engagement and Brand Awareness micro-learning platforms. The sample consisted of 220 students from micro-learning platforms using social media in the educational institutions. Because social-media marketing and customer brand- engagement are second-order reflexive constructions, the two-stage approach of hierarchical models with mode-A was adopted. The results reveal that social media marketing influences both the building of customer brand engagement and brand awareness among students on micro-learning platforms. Furthermore, it was shown that customer brand engagement is an important mediator between social media marketing and brand awareness. Social-media marketing activities carried out by micro-learning platforms contribute to the generation of customer brand-engagement and brand awareness of these institutions. Furthermore, the results show that, although social-media marketing helps to generate brand-awareness, it is through customer brand-engagement that social-media marketing is most effective in generating brand-awareness. For micro-learning platforms, the results allow them to understand the importance of customer brand-engagement when using social-media marketing to generate brand-awareness.
... Searchblogspot.com is a website that helps find blogs created on Blogspot, a Google platform. Blogspot hosts "millions of blogs in all languages" and "is a popular choice for beginners to start blogging" (Blogspot, n.d.) and has also been used in other studies (e.g., Kitchakarn, 2012;Okonkwo et al., 2015;Wanchid & Charoensuk, 2015). Our search for blogs on tourists' travel experiences in Kyrgyzstan utilized the blog search engine with the search term "Kyrgyzstan." ...
Article
This article presents findings of a study concerned with destination image of Kyrgyzstan. As online narratives provide an important source for destination image formation, the present study analyzed a total of 360 travel blogs about the country with a computer-assisted program, Leximancer 4.5. Analysis suggested that the image of Kyrgyzstan as a destination is mainly associated with nomadic culture and natural resources. It also indicated that foreign visitors view the country as a transit, not a final destination, and that the critical aspect of the country’s image is its poor transportation infrastructure. The article encourages destination marketers and policymakers to take relevant measures to create positive images of the country. Additionally, it recommends that natural resources as well as cultural endowment should be capitalized on, and transportation infrastructure should be improved.
... Some researchers used the term ESL broadly to mean learning English by non-natives whether in an English-speaking country or not (Nepomuceno, 2011). Others insisted on using the term EFL for learning English by non-natives outside English speaking countries (Kitchakarn, 2012). The importance of the focus Students' perceptions are important as the researchers subscribe to the learner-centered education with its many benefits. ...
Article
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Coronavirus (COVID-19) was declared a world pandemic by the World Health Organization (WHO) on January 30, 2020. As a safety measure to protect people, most governments in the world, including Saudi Arabia, decided to close universities and workplaces. Prompted by this shut down, the researchers aimed to review the students� perceptions of e-learning for ESL/EFL in Saudi universities at this Coronavirus time. As such, this review reported on four primary studies that were found relevant to its focus during the period from January 2020 till April 2020 (Abu-Ayfah, 2020; Ahmad, 2020; Alshehri & Cumming, 2020; Hakami, 2020). As a historical perspective of the review�s focus, it also reported on other four primary studies dating back to 2018 and 2019 (Alshehri, Rutter & Smith, 2019; Mutambik, 2018; Oyaid & Alshaya, 2019; Sharma, 2019). The review�s objectives were to report: 1) students� perceptions of e-learning for ESL/EFL, 2) benefits of e-learning for ESL/EFL, and 3) drawbacks of e-learning for ESL/EFL in Saudi universities. Moreover, this review was compared to a conference paper from China (He, 2020) as it presented a strategy to continue college English learning and teaching at Coronavirus time. Results showed students� positive views, many benefits and limited drawbacks of e-learning for ESL/EFL in Saudi universities. Keywords: e-learning; ESL/EFL; students� perceptions; benefits and drawbacks; Saudi education.
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The purpose of this paper is to investigate the use of web blogs as a supplementary tool for teaching English. It focuses on studying the effectiveness of using blog exchanges for enhancing the Saudi female university students’ English writing, especially the vocabulary usage. The participants of the current study were thirty-seven Saudi female preparatory year students from the English Language Institute (ELI) at King Abdulaziz University (KAU). Their ages ranged between 18 to 20 years of age. All participants were studying level 103 of the Oxford Headway Plus curriculum, at the third quarter of the academic year 2015-2016. The study hypothesized that there is a positive impact of using web blogs as a supplementary tool in improving the students’ writing skill, especially the use of vocabulary. This research reports on an experimental design study using a quantitative approach. The study also used blog entries and pre/post-tests as primary data collection methods. The pre-test and post-test consisted of 50 vocabulary scale test items. They were taken to measure the differences in participants’ writing performance after 7 weeks of intervention. A paired-sample t-test was utilized for statistical analysis to determine if there were any improvements in the students’ writing performance. The findings indicated an improvement in the students’ writing performance after using the blog entries. In addition, the research experiment contributed to the extension of their vocabulary knowledge.
Chapter
This ethnographic study explores how feminist video game players mobilise in online environments. The main research questions of this chapter involve identity and learning. How are identities formed in online feminist gaming communities, how much of one’s identity is disclosed, what determines these choices in identity disclosure, and for what purpose? What kind of informal learning is promoted and produced in online feminist gaming communities, and how does this learning take place? After analysing posts, articles, comments, and interview responses from members of feminist gaming blog The Borderhouse, it was found that feminist gamers prefer identity disclosure to concealment. While identity disclosure can be traumatic for some feminist gamers in non-feminist online gaming communities, identity disclosure is encouraged in feminist gaming online forums, as it contributes to a member’s credibility and garners trust from other members. The trust and credibility garnered affects the learning that takes place, as those who are trusted help influence the content and production of discussion. Furthermore, it was found that informal learning occurs with participants of the blog through regular informal feedback, networking, and the encouragement of critical thinking skills.
Article
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As current computer-mediated communication (CMC) research is omnipresent in the foreign/second language (L2) writing process, a synthesis of the research in this realm is needed to better understand and inform the current pedagogical practices with technology in language classrooms. This article presents a review of 38 studies identifying the major characteristics of CMC use in L2 writing process and aspects of L2 writing where CMC is embedded. The findings indicate that a variety of CMC-embedded L2 writing tasks were mainly integrated in the drafting and revising/editing stages of writing. Also, there has been a clear shift in recent years from blogs and wikis to other CMC tools, such as Google Docs, Facebook, Skype, and instant messaging. Also, existing CMC research on the L2 writing process mainly focuses on improvement in L2 writing ability/production, complexity/accuracy/fluency (CAF) measures, interactivity in L2 writing, and learners' editing/revision strategies. Finally, this review discusses pedagogical implications and offers suggestions for future research on CMC and L2 writing.
Chapter
This ethnographic study explores how feminist video game players mobilise in online environments. The main research questions of this chapter involve identity and learning. How are identities formed in online feminist gaming communities, how much of one's identity is disclosed, what determines these choices in identity disclosure, and for what purpose? What kind of informal learning is promoted and produced in online feminist gaming communities, and how does this learning take place? After analysing posts, articles, comments, and interview responses from members of feminist gaming blog The Borderhouse, it was found that feminist gamers prefer identity disclosure to concealment. While identity disclosure can be traumatic for some feminist gamers in non-feminist online gaming communities, identity disclosure is encouraged in feminist gaming online forums, as it contributes to a member's credibility and garners trust from other members. The trust and credibility garnered affects the learning that takes place, as those who are trusted help influence the content and production of discussion. Furthermore, it was found that informal learning occurs with participants of the blog through regular informal feedback, networking, and the encouragement of critical thinking skills.
Article
Globalization is irreversible and the Internet is increasingly used to connect people and share information worldwide. The proliferation of digital information allows us to make choices about how we gather information and use technology to enhance learning. This is especially true in an academic environment, where the Internet is often used as a tool to facilitate deeper learning. The focus of this study is to investigate whether and how to use blogs to boost student learning in a traditional learning environment where lecture based (didactic) instructional practices still prevailing. This paper will also look at Al-Ain University of Science and Technology (AAU) student perceptions of the benefits of blogs for enhancing college learning. To explore these issues, Blogging was introduced to students in the Internet Technology class. A combination of one hundred and ninety-nine graduate and undergraduate AAU students answered an online questionnaire exploring their perceptions of blogs as a learning tool. Quantitative and qualitative data was also collected through open-ended questionnaires, student journals and reports, and end-of-class e-portfolios. All statistical analyses were carried out with SPSS. Results indicate that blogs have the potential to empower and enhance student learning. Student response to using blogs in the course has been overwhelmingly positive.
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The demand of responsibilities among teachers has evolved not only in classroom management but also to the extent of promoting communication and interpersonal skills. Social media is integrated in schools and higher learning institutions for communication and reflection of learning which enhance teachers’ performance in leadership quality and effective teaching. This study was designed in a qualitative approach mainly to explore the extent of interest and enjoyment students experienced during an intensive ICT course. Blog was used as a medium for reflection during the class where students posted their creations of videos, posters and other ICT materials. The three needs investigated were namely autonomy, competence, and relatedness support. The researcher further examined on students’ awareness of the usefulness of the ICT skill they learned and how much they can use the blog for teaching and learning. Based on the Basic Psychological Needs Theory framework (BPNT), this study has adopted the direct observation, journal entry, and interviews as a triangulation approach.
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This study investigated the potential value of Weblog use on English language learning in the context of a university in Thailand. It examined students’ perceptions of and attitudes towards using Weblogs. A content analysis was used to analyse the data that derived from short questionnaires, interview questionnaires and student Blogs. The findings indicated that the students perceived Weblog as a tool for the development of their English, in terms of writing, reading, vocabulary, and recording their learning experience. The students also viewed Weblog as giving an opportunity and freedom for self-expression in English, writing for both a local and global audience, fostering creative, analytical and critical thinking skills, creating social interaction and good relationships between writer and reader, and supporting the learning community. Overall then, in spite of some minor limitations, they 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 and learning strategies, including critical thinking.
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This paper reports on a study incorporating blog projects as part of an integrated English project assignment. Students did the project outside classroom hours to practice their language skills in an authentic environment, using blogs to communicate with each other. This study seeks to assess the usefulness of blogs in developing students’ ability to write constructively. We collected data through questionnaires that requested students’ feedback on their attitudes and perspectives pertaining to the integrated blog project and how the project motivated them and helped them increase their interest in writing in English. We found that students had a positive attitude about blogging. The students perceived blogging as an interesting and motivating learning environment because interacting through blogs helped with the critical thinking and peer feedback facets of their writing projects. We also found that social interaction helped students improve their writing skills
Article
The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in Malaysia. Twenty six students kept weblogs for a duration of a semester. This study investigated how students perceived the use of weblogs for English language learning. A questionnaire which was made up of both close-ended and open-ended questions was administered at the end of the study. A mixture of quantitative and qualitative methods was used to analyse the students' responses to the questionnaire. The study found that students were aware of their audience when they blogged and that they geared their writing towards their audience. In addition, they also interacted with others through the use of the comment feature on their weblogs. Furthermore, the majority of the students enjoyed blogging and found weblogs useful for English language learning. This study found that weblogs are promising interactive tools for English language learning.
Article
The purpose of this thesis is to introduce the blogging phenomenon and the effectiveness of using blog exchanges for English writing. Firstly the thesis points out that the blog is an effective tool for students to improve English writing on the basis of the general observation of features and its application in education. Then it further described the influences of using blog for students in English writing. This thesis also discussed how to engage students' reflective learning in English writing through the blog. There are also suggestions for the research on blogging and its potential for its pedagogical application to education, especially the teaching of English writing.