EFL learners' motivation and attitude toward using English blogs : a case study of college students at Tamkang University

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Title:	EFL learners' motivation and attitude toward using English blogs : a case study of college students at Tamkang University
Other Titles:	英語為第二外語學生對英語部落格學習的動機與看法 : 以淡江大學學生為例
Authors:	許誌堅;Xu, Zhi-Jian
Contributors:	淡江大學英文學系碩士班王藹玲;Wang, Ai-Ling
Keywords:	部落格;互動;動機;態度;英語學習;Blog;Interaction;Motivation;Attitude;English learning
Date:	2011
Issue Date:	2011-06-16 10:44:38 (UTC+8)
Abstract:	本研究由台灣淡江大學142位非英文系學生參與，75位來自日文系一年級，另外67位來自資訊管理學系一年級，旨在探討英語為第二外語學生在英語實習課中使用英文部落格學習的動機與看法。本研究針對學生的發表文章與回應訊息進行分析統計，進而瞭解學生在部落格中最喜愛的主題為何，並以問卷、面對面訪談以及觀察研究的方式獲悉學生對部落格寫作的動機與可行性的看法，以及他們對部落格學習計畫的態度。研究結果顯示，多數學生養成定期瀏覽英語部落格以吸收資訊的習慣，而他們絕大多數偏好娛樂性、問答性、資訊性、課業相關以及個人經驗方面的文章，此外，老師使用部落格的方式和文章的呈現方式也會影響學生的使用動機。部落格也對學生的英語學習產生助益，多數學生認為英語部落格增加他們使用與練習英語的機會，對課本的熟悉度也因此增加，而他們更學習到許多課外的英語資訊，透過部落格作業他們也得以互相學習，許多學生更因此提升對自己英文能力的自信與掌握。兩個班級在實驗中的表現與期待有些許的不同，因此，使用部落格教學時，內容與教學方法應視學生需求不同而有所改變。 This study aims to investigate EFL students’ motivation and attitude toward using English blogs for English learning in English drill classes. Participants were 142 non-English majors including 75 freshmen of Japanese Department and 67 freshmen of Information Management Department. All of students’ postings and responses were compiled and analyzed to explore their favorite topics of English blogging. In addition to the researcher’s observation during the experiment, a questionnaire and interview at the end of the experiment were delivered and conducted to understand students’ motivation and perception of English blogging, and their attitude toward the English blog learning project. The research findings revealed that many students regularly visited the English blogs to acquire new information. The majority preferred entertaining, interactive, informative, academic, and self-disclosure content. Furthermore, the instructor’s operation of the English blogs and ways to present the content greatly influenced students’ motivation as well. The English blogs even benefited students’ English learning. Many students agreed that the English blogs increased their opportunities for English practice. They were not only acquainted with the content of textbook, but learned extra English information. Through blog assignments, students autonomously learned from each other and even enhanced their confidence and mastery of English. Finally, the performance and expectation of the two groups of participants in the experiment were slightly different so while using English blogs in teaching, the content and teaching methods should be adapted to meet various students’ needs.
Appears in Collections:	[Graduate Institute & Department of English] Thesis

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