The Effects of Writing English Blog Diaries on College Students''Writing Achievement and Perceptions-A Case of Chaoyang University of Technology

• Main Authors: Ji-Jhen Li, 李洁禎
• Other Authors: Po-Yi Hung
• Format: Others
• Language: en_US
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/26975708409975457075

碩士 === 朝陽科技大學 === 應用外語研究所 === 100 === While many studies on computer-assisted language learning (CALL) have been extensively investigated, the issue of comparing weblog writing and pen-paper journalizing is relatively unexplored. Written language plays an important role of many higher cognitive abilities so that a handwritten diary is a good method of learning English writing. Presently, online writing becomes a way to practice. Students can then improve their real writing by typing contents on an online-platform. Of many ways of learning writing via computers, a blog becomes the most popular Internet platform with people. Writing blog journals is a familiar activity on practicing second language writing. The aim of this study investigated the differences between blog users and pen-notebook writers on their English writing performances and perceptions. Besides, the study explored the learners’ difficulties in English writing, and which of both can help students writing more. The quasi-experimental design was implemented in this study. The participants were 57 college freshmen, majoring applied foreign languages. The experimental treatment lasted for 1 semester. The study used a 5-liker scale questionnaire for exploring students’ perception on writing diaries. An independent t-test was adopted for their perceptions and final English writing scores. The research paper aspired after proper validity and reliability on the questionnaire and scorers. The diaries which participants produced every day were collected to understand freshmen’s English word amount. The findings of the study were illustrated in descriptive statistics, t-test and reflective questions. There were significant differences between both groups on anxiety for journalizing and their scoring achievement. The bloggers had lower anxiety on writing English diaries than pen-paper writers did. The former’s writing competence was much more than the latter’s. Grammar and content respectively were the most difficult in their English writing and their English journalizing. College students thought they should improve their English grammar. Bloggers’ word amount was more than pen-paper writers’. The findings had implications for learners and teachers on learning-by-doing in life and blog use. Blogs helped learners enrich journal word amount and contents.