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Blogging a journal changing students’ writing skills and perceptions.

Blogging a journal changing students’ writing skills and perceptions.

 Huang, i-Wen.
 2014.
 p. 422-431. Oxford University Press. English ISSN: 09510893
Ngôn ngữLearning english.Students’ own language.Teaching English.
Nhan đề Blogging a journal: changing students’ writing skills and perceptions./ Ming Huei Lin, Ji-Jhen Li, Po Yi Hung...
Thông tin xuất bản 2014.
Mô tả vật lý p. 422-431.
Tùng thư Oxford University Press.
Tóm tắt This article investigates the effects of blogging as an approach to journal writing in the EFL writing classroom by means of a 16-week comparative experiment involving two groups of EFL college students. The experimental group (EG) was required to blog daily while the control group (CG) was asked to do so using traditional pen-and-paper methods. The writing performance and general attitudes to and perceptions of journal writing in both groups were evaluated through a writing test and a semi-structured survey. The research results show that blogging a journal helped the students to achieve a greater improvement in their writing than did the regular pen-and-paper treatment. Additionally, although both groups developed similar learning attitudes in general, the EG experienced significantly less anxiety in writing than did the CG. This suggests that the blogging approach is an effective approach for students in developing both writing skills and learning attitudes.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-Tiếng Anh-TVĐHHN
Từ khóa tự do Learning english.
Từ khóa tự do Students’ own language.
Từ khóa tự do Teaching English.
Tác giả(bs) CN Huang, i-Wen.
Tác giả(bs) CN Hung,Po Yi.
Tác giả(bs) CN Li, i-Jhen.
Nguồn trích ELT journal.- 2014, Vol. 68, No. 4.
MARC
Hiển thị đầy đủ trường & trường con
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245[0 0] |a Blogging a journal: changing students’ writing skills and perceptions./ |c Ming Huei Lin, Ji-Jhen Li, Po Yi Hung...
260[ ] |c 2014.
300[ ] |a p. 422-431.
362[0 ] |a Vol. 68, No. 4 (October. 2014)
490[ ] |a Oxford University Press.
520[ ] |a This article investigates the effects of blogging as an approach to journal writing in the EFL writing classroom by means of a 16-week comparative experiment involving two groups of EFL college students. The experimental group (EG) was required to blog daily while the control group (CG) was asked to do so using traditional pen-and-paper methods. The writing performance and general attitudes to and perceptions of journal writing in both groups were evaluated through a writing test and a semi-structured survey. The research results show that blogging a journal helped the students to achieve a greater improvement in their writing than did the regular pen-and-paper treatment. Additionally, although both groups developed similar learning attitudes in general, the EG experienced significantly less anxiety in writing than did the CG. This suggests that the blogging approach is an effective approach for students in developing both writing skills and learning attitudes.
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653[0 ] |a Students’ own language.
653[0 ] |a Teaching English.
700[1 ] |a Huang, i-Wen.
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