Assessing an innovative advanced academic writing course through blog-assisted language learning: Issues and resolutions

Can Blogs Facilitate Students‘ Writing? Revisiting the Use of Blogs in EFL Writing Instruction

“…This echoes Kern and Warschauer [1] who view technology merely as a tool and does not necessarily improve learning. These studies, furthermore, emphasize the crucial role of careful planning prior to the blog application to gain its efficacy in facilitating students' writing development [37], for example, by providing sufficient scaffolding [48] to help students value the integration, which leads to students' increasing motivation and positive attitudes toward the integration. Thus, teachers play a significant role in bringing about the technology in the EFL writing to help students gain the utmost of it in facilitating their learning.…”

“…While some previous studies highlight the influential role of blogs in facilitating students' writing development and some previous strategies have been proposed for their integration into language pedagogy (see e.g. [3]; [5]; [36]; [37]), few studies focus on effective ways and processes that students (and teachers) could undergo prior to writing their own blog. Acknowledging the effective ways of introducing blogs to students is significant in identifying which way that could potentially beneficial in helping students design and write their own personal blog, subject to the personal, cultural, and social aspects.…”

“…From the teacher's perspective, understanding their beliefs and their readiness in technology integration is crucial since it also influences its effectiveness as well as students' attitude toward the integration ( [39]; [37]; [40]). Ertmer et al [40] assert a strong relationship between teachers' beliefs and attitudes toward technology integration and students' learning success as well as their technology-based teaching practices.…”

“…One of the important factors influencing the efficacy of the integration of blogs in EFL writing instruction relies on the students' and teachers' attitudes toward the integration. Most of the studies in this area, in general, have gained positive attitudes from students ( [42]; [21]; [9]; [31]; [43]; [33]; [41]; [37]) as well as teachers ( [44]; [33]), although the extent for each differs, depending on the treatment that these participants received in each study and how researchers make use of the technology in the EFL writing classroom. They argued that blogs help them enjoy writing ( [42]; [31]; [33]), encourage them to write more [21], foster collaboration and interactions among peers, teachers, and even a larger audience ( [44]; [9]; [31]; [45]; [46]), and help them improve writing ( [21]; [9]).…”

“…Interestingly, students who have a positive experience in blog-mediated writing instruction may not necessarily feel confident and motivated during the instruction due to some hindrances, such as students' poor technical skills and perceived isolation as well as teacher's poor technological pedagogical knowledge [37]. This calls for attention and careful planning from the teachers to ensure its effective integration in writing instruction.…”