Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges January 2022 Pp.329-341
DOI: https://dx.doi.org/10.24093/awej/covid2.22
The Effects of Writing in a Class Blog on Saudi EFL Students’ Attitudes towards Writing
in English
Sultan Samah A Alenezi
School of Modern Languages and Applied Linguistics
University of Limerick, Limerick, Ireland
&
Department of English and Literature
Northern Border University, Arar, Saudi Arabia
Received:9/23/2021 Accepted: 11/30/2021 Published: 1/24/2022
Abstract:
This case study aimed to explore Saudi EFL students’ attitudes towards learning writing by using blogging in practicing their writing activities and tasks. It also sought to measure the effectiveness of blogging as an effective approach to enhance student’s writing abilities. The participants in this study were five students second-year undergraduate EFL students studying in the Department of English in Saudi university. The participants had completed a writing skills course as a compulsory course in their study program. A semi-structured interview was used to acquire data for this case study in order to learn about learners’ blogging experiences. The semi-structured interview data were analyzed thematically. The findings showed that the learners’ attitudes were positive toward using the class blog as a beneficial approach in EFL writing classes. Furthermore, they confirmed that their English writing skills improved as a result of blogging. Additionally, they mentioned that blogging enabled them to build an interactive learning environment in which they could share their experiences and perspectives with their peers and learn from one another. Finally, the study, emphasizes the importance of using blogging in EFL writing classes and recommends that blogging to be part of writing teaching curricula at the university level.
Keywords: Attitudes, blackboard, Blog, Saudi learners, technology, writing skills
Cite as: Alenezi, S.S.A. (2022). The Effects of Writing in a Class Blog on Saudi EFL Students’ Attitudes Towards writing in English . Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges (2) 329-341.
DOI: https://dx.doi.org/10.24093/awej/covid2.22
References
AlAamri, K. (2010). Using web 2.0 technologies to enhance academic writing proficiency among ESL students in Sultan Qaboos University: An example of Facebook and blogs. A paper presented at the International Conference on the Future of Education, Florence, Italy.
Alhojailan, M. (2012). The current use and effectiveness of Weblogs as e-learning tools in higher education. 3rd International Conference on e-Education, e-Business, e-Management and e-Learning, Singapore, IACSIT Press.
AL-Mudallal, I. (2013). The Effect of Using Weblog on Enhancing Palestinian Eleventh Graders’ English Writing Performance and their Attitudes towards Writing. MA dissertation. Gaza University. Palestine.
Arslan, S. (2018). A review on the delivery of the professional development programs for EFL teachers: Face-to-face, online and blended programs. Turkish Studies Educational Sciences, 13(27), 97-106.
Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology, Qualitative Research in Psychology, 3(2), 77-101.
Campbell, A. P. (2003). Weblogs for Use with ESL Classes. The Internet TESL Journal, 9(2), 33-35.
Campbell, A. P. (2004). Using live journal for authentic communication in EFL classes. The Internet TESL Journal, 10 (9), 51-62.
Dizon, G., & Thanyawatpokin, B. (2018). Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction. The EUROCALL Review, 26(1), 29-42.
Farooq, M. U., Fatima, Y., & Javid, C. Z. (2015). Enhancing writing skills through blogs in an undergraduate English language classroom in Pakistan. Linguistics and Literature Review (LLR), 1(2), 105-118.
Hurlburt, S. (2008). Defining tools for a new learning space: Writing and reading class blogs. MERLOT Journal of Online Learning and Teaching, 4(2), 182-189.
İnceçay, G., & Genç, E. (2014). University Level EFL Students’ Self Blogging to Enhance Writing Efficacy. Procedia – Social and Behavioral Sciences, 116, 2640-2644.
Kazhan Yu M, Hamaniuk V A, Amelina S M, Tarasenko R O and Tolmachev, S. T. (2020). The use of mobile applications and Web 2.0 interactive tools for students’ German-language lexical competence improvement CEUR Workshop Proceedings 2643 392–415.
Lee, L. (2020). An exploratory study of using personal blogs for L2 writing in fully online language courses. In Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning (pp. 145-163). IGI Global. https://doi.org/10.4018/978-1-7998-1282-1.ch007
Nunan, D. (1989). Understanding language classroom: A guide for teacher-initiated action. London: Prentice-Hall.
Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury, CA: Sage.
Sanjaya, H. K., Apriani, E., & Edy, S. (2020). Using web blogs in teaching writing for EFL students. Journal of English Education and Teaching (JEET), 4(4), 516-535.
Selwyn, N. (2011). Education and technology: Key issues and debates. London:Continuum.
Tekinarslan, E. (2008). Blogs: A qualitative investigation into an instructor and undergraduate students’ experiences. Australasian Journal of Educational Technology, 24(4),402-412.
Vygotsky, L. L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
Yousefifard, S., & Fathi, J. (2021). Exploring the impact of blogging in English classrooms: Focus on the ideal writing self of EFL learners. International Journal of Instruction, 14(4), 913-932. https://doi.org/10.29333/iji.2021.14452a
Zarei, N., & Al-Shboul, Y. (2013). Participating in a blog: Jordanian EFL learners’ voices. English Linguistics Research, 2(2), 53-59.