Revisiting the Effects of Blog-Aided Language Learning on EFL Student  Writers: A Corpus Approach

doi:10.5539/ijel.v9n3p226

淡江大學機構典藏 > 外國語文學院 > 英文學系暨研究所 > 期刊論文 > Item 987654321/117102

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题名:	Revisiting the Effects of Blog-Aided Language Learning on EFL Student Writers: A Corpus Approach
作者:	Lee, Jia-Ying;Lin, Ming Huei
关键词:	blog-aided language learning;classroom blogging;EFL writing
日期:	2019-05-08
上传时间:	2019-09-24 12:10:52 (UTC+8)
出版者:	Canadian Center of Science and Education
摘要:	Taking a corpus approach, this study analyzed writing samples collected from student bloggers and non-blogging students. The aim was to determine whether the two groups of students wrote with different linguistic features (tokens, types, token-type ratio, parts of speech, and lexical features). Any similarities and differences found in the comparison between the writing samples would have implications for the effects of the blogging approach on student writers. The results show that the non-blogging student writers wrote more (tokens, types) than the student bloggers did; there were also differences between the two groups of students writing in terms of POS tags in their writing and the results of keyword analysis. However, a closer look at the differences found here suggests no particularly significant variations between the textual information created by the two groups of students. Nevertheless, taken together, the results tend to suggest that classroom blogging had a relatively weaker effect than the conventional teaching approach on Taiwanese EFL student writers.
關聯:	International Journal of English Linguistics 9(3), p.226-237
DOI:	10.5539/ijel.v9n3p226
显示于类别:	[英文學系暨研究所] 期刊論文

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