Second Language Writing Through Blogs: An Investigation of Learner Autonomy
Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and...
| Published in: | Iranian Journal of Applied Language Studies |
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| Main Authors: | , |
| Format: | Article |
| Language: | English |
| Published: |
University of Sistan and Baluchestan
2019-10-01
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| Subjects: | |
| Online Access: | https://ijals.usb.ac.ir/article_5448_57042f493365068b44a94b0abb2affe6.pdf |
| Summary: | Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and experimental groups. Over a 16-week semester, the control group students (n=21) were taught based on regular in-class writing instruction and the students in the experimental group (n=25) made use of blogs in addition to the traditional in-class writing instruction. The data were collected through administering a learner autonomy instrument, consisting of metacognitive, cognitive, social, and affective components, and conducting semi-structured interviews. The results of both quantitative and qualitative data revealed that the blog-mediated writing instruction contributed to enhancing learner autonomy of the participants. More specifically, the students who experienced blog-mediated writing activities showed improvement in metacognitive and cognitive components of learner autonomy. The findings offer significant implications for EFL teachers. |
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| ISSN: | 2008-5494 2322-3650 |