Effects of Classroom Blogging on ESL Student Writers: An Empirical Reassessment

doi:10.1007/s40299-013-0131-8

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 987654321/96567

請使用永久網址來引用或連結此文件: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/96567

題名:	Effects of Classroom Blogging on ESL Student Writers: An Empirical Reassessment
作者:	Lin, Ming Huei
貢獻者:	淡江大學英文學系
關鍵詞:	Classroom blogging;Learning motivation toward writing;Self-efficacy beliefs in writing;ESL writing
日期:	2014-10-01
上傳時間:	2014-03-10 10:49:21 (UTC+8)
出版者:	Heidelberg: Heidelberg
摘要:	A number of recent studies have identified classroom blogging as a promising approach to teaching writing in English as a second language (ESL) in non-Anglophone higher education settings. However, many of these research designs are methodologically inadequate and their results suffer from overestimated effects on students’ learning performance. In this regard, whether or not classroom blogging can be safely recommended as an effective approach to teaching writing in the ESL classroom, as suggested by previous researchers, needs a well-designed empirical reassessment. For this very purpose, this paper reports on a study which attempts to overcome these limitations by conducting a 36-week, comparative experiment recruiting two groups of ESL undergraduates. The experimental group (EG) was taught how to write in English using a blog-based approach, while the control group (CG) was taught using traditional paper-based materials and methods. The writing performance, learning motivations, and self-efficacy beliefs of both groups were assessed using two sets of pre- and post-tests in terms of writing tasks and a questionnaire. The data collected were analyzed using paired-sample t tests, analysis of covariance, and multivariate analysis of covariance. The results of the study show that (1) both groups made significant improvements in all of their performance in writing and in their learning motivations and self-efficacy beliefs; (2) no significant difference was found between the two groups in terms of their writing proficiency; but a closer examination shows that (3) the CG significantly outperformed the EG in terms of learning motivation.
關聯:	The Asia-Pacific Education Researcher 23(3), pp.577-590
DOI:	10.1007/s40299-013-0131-8
顯示於類別:	[英文學系暨研究所] 期刊論文

文件中的檔案:

檔案	描述	大小	格式	瀏覽次數
index.html		0Kb	HTML	337	檢視/開啟

在機構典藏中所有的資料項目都受到原著作權保護.

TAIR相關文章

資料載入中.....