Blogging a journal: changing students' writing skills and perceptions.

Autor/inn/en	Lin, Ming Huei; Li, Ji-Jhen; Hung, Po Yi; Huang, Hui-Wen
Titel	Blogging a journal: changing students' writing skills and perceptions.
Quelle	In: ELT journal, 68 (2014) 4, S. 422-431 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen 3
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0013-8290; 0307-8337; 0951-0893; 1477-4526
DOI	10.1093/elt/ccu032
Schlagwörter	Empirische Forschung; Lernverhalten; Soziale Software; Fremdsprachenunterricht; Englischunterricht; Schreiben
Abstract	This article investigates the effects of blogging as an approach to journal writing in the EFL writing classroom by means of a 16-week comparative experiment involving two groups of EFL college students. The experimental group (EG) was required to blog daily while the control group (CG) was asked to do so using traditional pen-and-paper methods. The writing performance and general attitudes to and perceptions of journal writing in both groups were evaluated through a writing test and a semi-structured survey. The research results show that blogging a journal helped the students to achieve a greater improvement in their writing than did the regular pen-and-paper treatment. Additionally, although both groups developed similar learning attitudes in general, the EG experienced significantly less anxiety in writing than did the CG. This suggests that the blogging approach is an effective approach for students in developing both writing skills and learning attitudes. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2