Weblog Promotes ESL Learners’ Writing Autonomy

Abstract

Abstract-Today, we observe widespread application of the internet, both synchronous and asynchronous communication, by educators in many worldwide classes. Weblog (blog or web log) can be one of the instructional and integral components for ESL instructors. By applying interview and observation, this study reports on ESL students' experience and perceptions in applying weblog throughout a semester in a writing class in Malaysia. Besides, this study examined the effect of using Weblog on students' writing autonomy. The findings revealed that students enjoyed the process of publishing their writings, and exchanging their experience in the weblog. Students also acknowledged weblog as a tool which provides more opportunities to publish their writing freely, extend their interaction with their peers outside the class setting, be able to publish and share interesting videos, have the chance to look for the appropriate materials in the World Wide Web (WWW) and check their sentences in the Google simultaneously. Students enjoyed some features in weblog which cannot be found in conventional modes of teaching and learning, such as experiencing unlimited time and place, more independency and freedom in publishing and exchanging comments. With the empirical data presented in this study, weblog can be applied as a suitable instructional tool to promote autonomy among language learners.

Pre-service Teachers’ Perceptions of the Effectiveness of Multi-Author Blogging: A Quasi-Experimental Mixed Methods Investigation

“…The study used an experimental research method and a descriptive research design, and the results indicated that the students perceived blogs as a helpful tool for developing their writing proficiency and their attitudes towards writing. The findings seem to uphold the results of other studies (for example, Ali et al, 2013;Foroutan et al, 2013) that blogs provided students with the opportunity to freely express their ideas and thoughts as well as to interact with peers and lecturers.…”

“…This is consistent with results of previous studies, for example Fowler and Thomas (2015), Chang and Chang (2014) and Killeavy and Moloney (2010), that blogs have the potential to enhance students' learning experience by supporting peer learning. The theme 'freedom to vent opinions' is aligned with the findings of Ali et al, (2013) and Foroutan et al, (2013) that blogs allow learners to freely express their ideas and thoughts as well as to interact with peers and lecturers.…”

Implementing Process Writing Strategy Using Weblogs to Improve Students’ Ability in Writing Descriptive Text

“…Secondly, the teacher-researchers employ the technological teaching and learning aids during the class, such as the use of PowerPoint presentation in explaining the materials, and the weblog site to fulfil the writing process. This fact has approved what Foroutan, Noordin, and Hamzah (2013) have said that technology allows the students to engage in the attractive activities and enjoy the process of learning. Furthermore, since the existence of weblogs, it is found that the students enjoy posting their works on weblogs and decorating the weblog pages very creatively.…”

The effect of teacher’s presence in collaborative online writing on EFL writing skills, reading comprehension and learner autonomy

“…It helps develop learners" motivation and metacognitive knowledge. Yet, unlike traditional language classrooms, where teachers might find it challenging to promote learner independence, or adopt the idea of autonomy per se (Yeung, 2016), online collaborative tools can be used as a means of rendering students more autonomous (Foroutan et al, 2013;McLoughlin & Lee, 201;Warschauer & liaw, 2011). Throughout these tools, students can set their own objectives, progress at their own pace, practice selfreflection, and exercise self-regulation through tools, such as online dictionaries, word processors, and online searches (Krebs et al, 2010).…”