Extensive writing in foreign‐language classrooms: a blogging approach

Sun, Yu‐Chih

doi:10.1080/14703297.2010.498184

Cited by 97 publications

(92 citation statements)

References 7 publications

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“…This finding is consistent with Sun's (2010) study in which the participants' overall writing performance was enhanced in their last three writings comparing to their first three ones. Moreover, this study is in accordance with Simsek's (2009) study in which he found that the writing performance of university students was improved and enhanced by weblog integrated writing instructions.…”

Section: Discussionsupporting

confidence: 82%

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Comparing the Effect of Blogging as well as Pen-and-Paper on the Essay Writing Performance of Iranian Graduate Students

Kashani¹,

Mahmud²,

Kalajahi³

2013

ELT

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In today's world, there are lots of methods in language teaching in general and teaching writing in particular. Using two different tools in writing essays and conducting a study to compare the effectiveness of these two tools namely blog and pen-and-paper was the basis of this study. This study used a quantitative true experimental design aimed at comparing the students' writing performance scores by using pen-and-paper essay writing and blogging among Iranian graduate students of University Putra Malaysia (UPM). The result of this study showed that the tools by themselves could not effect on the quality of writing essays and improvement in the students' writing performance. However, using technology and in this study, Internet can motivate the EFL learners to write more eagerly since they may like innovation in learning in contrast with traditional old methods of learning writing and practicing it. Yet it does not necessarily improve their writing performance only because of using computer and Internet. The Iranian graduate students of UPM found blog more interesting and motivating tool for writing, but it was not as easy using as pen-and-paper for them with which everyone is familiar. This research could find answers to the research questions posed at the beginning of the study and investigated the hypotheses presented then.Keywords: essay writing, Iranian graduate students, writing performance, blogging, pen-and-paper Background of StudyEnglish language is a foreign language in Iran. Therefore, most often it is being studied in formal educational settings such as schools, universities and language institutes. According to Khajavi and Abbasian (2011), Iranians have different reasons to learn English such as travelling to foreign countries, becoming English teachers or tour guides, trading with other countries, or passing Test Of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) exams in order to enter overseas universities. However, the most significant role of English in Iran is in academic settings particularly in graduate program.Similarly, Farhady (2010) states that English is mostly used as a means of educational development in Iran.In accordance with Iran's Secretariat of the Higher Council of Education (2006), English is being taught from the first year of secondary school (year 6) until the last year of high school (year 12) for seven years. However, it is being instructed at universities as general and specialized English courses. In Iran universities as Farhady (2010) explained, a three-unit credit of general English is required for all fields of study. Besides, another four compulsory units of English for Specific Purposes (ESP) should be fulfilled by the students. Since the premier purpose of teaching English at Iranian universities is to make the students able to understand and read the written course materials in English, the university instructors rely mainly on translated-oriented method in which the language of instruction is Persian (Khaja...

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Section: Discussionsupporting

confidence: 82%

“…In addition, students held a favorable perception about weblog employment. A study was done by Sun (2010) in Taiwan. The research explores the impacts of extensive writing through comparing the writing performance of the last three and the first three weblog entries of the participants.…”

Section: Use Of Blogs In Efl Writingmentioning

confidence: 99%

Comparing the Effect of Blogging as well as Pen-and-Paper on the Essay Writing Performance of Iranian Graduate Students

Kashani¹,

Mahmud²,

Kalajahi³

2013

ELT

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“…Researchers have rigorously shown the positive effects of online learning on learning processes and outcomes (e.g., Baker & Watson, 2014;Lawton et al, 2012;Ng'ambi & Lombe, 2012;Park & Lim, 2013;So & Bonk, 2010;Spector, 2013). Online learning activities, included in blended learning, can improve students' participation in learning (Jones & Lau, 2010), and ultimately increase learner autonomy (Sun, 2010). On the virtual station, students were also found to collaborate to deal with complex problems (Baker & Watson, 2014;Hastie, Hung, Chen, & Kinshuk, 2010).…”

Section: Blended Learningmentioning

confidence: 99%

Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

Im¹,

Kim²

2015

IES

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Although researchers agree with the strengths of an English-medium instruction (EMI) in addressing internationalization of a non-English higher education (HE) context, its implementation in classrooms has been widely criticized, mostly because of ineffective delivery of course content and a lack of evidence of English improvement. Grounded upon a critical review of the current state of internationalization of Korean HE and the subsequent examination of supplementary interview data from 15 college students who have taken EMI courses, this study proposes a model which integrates critical factors of EMI into one framework. This model aims at guiding the EMI policy from initiation to implementation. A major feature of this model is blended learning as a strategy to address the shortcomings of current EMI in this context and to facilitate the allocation of diverse online materials to scaffold EMI instruction. The benefits of the approach are presented from the perspectives both of policy-makers and of classroom participants.

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“…Those who implement the hybrid approach of face-to-face and online instruction believe that the combination of both provides opportunities for students to be involved in both mediums or at least choose one of mediums that suits them to be able to involve in the use of the targetted language (Aycock, Garnham, & Kaleta, 2002;Stine, 2004). Studies found out that students seem to have positive acceptence and attitudes toward BALL (Arani, 2005;Pinkman, 2005;Cheng, 2006;Sun, 2010), but the students do not have the desire to engage in blog-assisted writing activities on their own willingly when the programme implemented with them ended (Chiao, 2006;Wu, 2008;Lin, Lin, & Hsu, 2011). …”

Section: Statement Of Problemmentioning

confidence: 99%

BALL (Blogs Assisted Language Learning): Are Malaysian Secondary School Students Prepared to Use Blogs in ESL Learning?

Ariffin¹,

Yaacob

2014

ALLS

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This study aimed to find out second language learners' perceptions on the use of blogs in their learning process. Participants were 20 secondary school students from a suburban school in Kelantan, Malaysia. The students read articles, discussed in their respective groups and posted their comments in their group blogs in two kinds of learning environment; being supervised face-to-face and virtually. A survey and also oral interview were administered to elicit participants' perceptions on the use of blogs. The results showed that although the incorporation of blogs in ESL learning were perceived positively among the learners, teachers need to be aware of several factors affect the effectiveness of using this technology in their teaching such as students' gender, personality and learning preferences. This paper also provides some pedagogical implications in the use of blogs for ESL learning.

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Extensive writing in foreign‐language classrooms: a blogging approach

Cited by 97 publications

References 7 publications

Comparing the Effect of Blogging as well as Pen-and-Paper on the Essay Writing Performance of Iranian Graduate Students

Comparing the Effect of Blogging as well as Pen-and-Paper on the Essay Writing Performance of Iranian Graduate Students

Use of Blended Learning for Effective Implementation of English-Medium Instruction in a Non-English Higher Education Context

BALL (Blogs Assisted Language Learning): Are Malaysian Secondary School Students Prepared to Use Blogs in ESL Learning?

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