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TASK 2: Article Review on Learning Writing Skill with Blog

Introduction

            Since the use of computer and Internet in learning language had become more popular in past few decades, the language classroom is also getting more interactive and interesting for second language learners as compared to the traditional methods. By implementing Computer-assisted Language Learning or CALL classroom to integrate the four language skills–reading, writing, speaking and listening, it is believed  that students’ motivation and performance in language learning would improved.

            The topic of research chosen for this literature review is regarding ‘The Effectiveness of Using Weblog in Writing Courses’. Learning writing through blog or weblog is not new in this era.  Weblog could become a meaningful medium of language learning in which it can help the students to improve their writing performance besides acquiring computer skills. However, to what extent the use of weblog in learning writing skills can affects students writing performance? This section would review the findings of related literature regarding the effectiveness of using Weblog on students’ writing performance.

            The language learning theories that apply to this topic is Constructivism Theory. The dependent variable is the students’ writing performance while the independent variables are the use of weblog writing instruction and types of peer-feedback.

The Impact of the Weblog use on Students Writing Performance

Based on the study by Rezaee and Oladi,(2008), there is a significant difference between the performances of those who received traditional instruction involves in journal writing and blogging. The researchers proved that blogging is more effective as in their study the blogging group has the highest score in writing proficiency test. This finding was supported by Sayed (2010) who investigates on the impact of using weblog on students writing performance. The findings indicated that the experimental group outperformed the control group in the post-test of persuasive writing.

A study by Fellner and Apple (2006) that use blog tasks as part of an intensive English CALL program revealed that the students involved showed an improvement in their writing fluency after seven days of the program. The findings affirmed the hypothesis that the longer the duration of using weblogs, the better students’ writing skills or fluency.

The Effect of Weblog Writing Instruction and Students Writing Performance.

To investigate the effects of using weblog in writing instruction and learning on students writing performance, Simsek (2009) and Sayed (2010) carried out the same procedures where the students in experimental and control group were given pre- and post-test to measure their ability in composition after a treatment. They share a common finding where the writing performance of students in experimental group is better than in control group.

The Effect of Types of Peer-feedback and Students Writing Performance.

A study by Rezaee & Oladi (2008) to investigate the effects of using blog-based peer feedback on students writing performance reveals that there is a positive correlation between those variables. The finding revealed that “blog-based peer feedback gives many positive impact; not only on students writing performance, but also on their social interaction development” (Rezaee & Oladi (2008), Sayed (2009).

Based on the review of literature, even the use of weblogs give positive impact to students’ writing performance, there are still some differences in terms of methodological and theoretical framework. Thus, the findings could not be generalized. However, this study on this topic could be further improved by looking into other independents variables such as gender and proficiency level. It is found that the studies were well conducted as the findings for each article on the impact of weblog use on students’ writing performance are parallel to each other which is positive.

Conclusion

In conclusion, based on the review of related literature, using weblogs in learning writing skill gives positive impact to the students’ writing performance. The teacher can utilize weblogs in writing instruction and use blog-based peer feedback strategy  to teach students writing skills in a more effective way. The implications of research findings in the teaching and learning of ESL can be applied to Malaysian context such as making a weblogs as a part of learning writing skill in language learning. However, there might be several challenges in utilizing weblog as learning aids. This is because; students especially at primary level might not familiar to use the weblog since it requires computer skills such as in operating the device and get used with the application.


Reference Links (click):

1. E-Learning Environment: Blogging as a Platform for Language Learning
2. The Effect of Weblog Integrated Writing Instruction on Primary School Students' Writing Performance
3. The Effect of Blogging on Language Learners’ Improvement in Social Interactions and Writing Proficiency
4. Developing Business Management Students’ Persuasive Writing Through Blog-based Peer Feedback
5. Developing Writing Fluency and Lexical Complexity with Blog