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Transcript of Other earth3

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The Effects of Writing English Blog Journals for University Students’

Achievement and Perception

Presenter: Ji-Jhen Li

Adviser: Dr. Po-Yi Hung

Date: May 18, 2011

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Content

Introduction

Literature Review

Methodology

Introduction

Research Questions

Purpose of the Study

Background

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Background

Manipulating science technology on language

teaching and learning is growing rapidly and is

being created continually.

CALL

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Background

The popularity of blogs among young people has

made them appealing to educators seeking to

integrate computer-mediated communication (CMC)

tools at the university.

(Halic, Lee, Paulus, & Spence,

2010)

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Purpose of the Study

to investigate the differences of achievement

and perception between blog writers and pen-

notebook writers through an analysis of diaries

and perception English writing learners

produced

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Research Questions

1. Is there a significant difference on English writing achievement between blog users and

pen-notebook users?

2. Is there a significant difference on English journal writing perception between blog users and pen-notebook users?

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Research Questions

3. What difficulties do learners encounter on English writing for both group writers?

4. Can learners correct their grammar and vocabulary mistakes through writing diaries or writing blog journals?

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Literature Review

Blog Journals to Learn Writing

Motivation toward CALL

CALL as an Environment to Learn Writing

Research Gap

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Motivation toward CALL

Motivation is the most catch-all term for explaining

the success or failure of visually any complex task

about learning language.

(Brown, 2000)

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Motivation toward CALL

Individual learning

Immediate feedback

Learning motivation

Authentic context

CALL

(Morrow & Gambrell, 2002)

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CALL to Learn Writing

Behaviorist

theory

Communicative

CALL

Integrative

CALL

Repetitive language

practice and drills

Discoveryand

expression

Four skillsand

various technology

(Warschauer, 1996; Warschauer & Meskill, 2006)

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Blog Journals to Learn Writing

The leaner blog can be as journals on writing

practicing for personal expression. Students can have

their own blogs. They are encouraged and also

willing to write frequently.

(Campbell, 2003)

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Most of the studies on blog writing describe

cooperative learning in online communicative activities

such as interaction and comments.

(For example, DiGiovanni & Nagaswami, 2001;

Guardado & Shi, 2007; Lee, 2008)

Blog Journals to Learn Writing

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Research Gap

Blog writing in cooperative learning in

online communicative activities

Self-study, individual learning,

self-correction

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Research Gap

Few studies reported the differences between

blog-journal writers and pen notebook writers.

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Methodology

Procedure

Data Analysis

Reliability and Validity

Participants

Instruments

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Participants

57 participants

Freshmen majoring in applied foreign languages

English Writing Class

Writing journals

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Writing journals

30

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Writing journals

Procedure

Writing journals

The same instructor

About 16 weeks

Teaching material: Sentence skills with readings

2 English writing classes every week

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Instruments

Writing journals

Writing journals

English writing difficulty Questionnaire(5-Likert scale)

Perception for writing English journalsEnglish writing proficiency

Collecting all diaries

Questionnaire (5-Likert scale) Students’ final

exam grade

Explore students’

self-correction

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Questionnaire

Questions 1 2 3 4 5

Strongly disagree

Disagree Neither disagree nor agree

Agree Stronglyagree

1. I am interested in writing English journals.

□ □ □ □ □

2. Being able to write English journals is very important.

□ □ □ □ □

3. The way of writing English journals can be applied into English writing.

□ □ □ □ □

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Data Analysis

Independent t-test

1. 2.

Is there a significant difference on English journal writing perception and English writing achievement between blog users and pen-notebook users?

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Data Analysis

3. What difficulties do learners encounter on English writing for both group writers?

SPSS 18

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Data Analysis

4. Can learners correct their grammar and vocabulary mistakes through writing diaries or writing blog journals?

Data analysis(4 participants’ journals)

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Reliability and Validity

Pilot study

Instructors and advisers

Reference

revised

Motivated Strategies for

Learning Questionnaire (MSLQ)

(Pintrich, Smith, & Mckeachie, 1989; Wu & Chen, 1992)

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Reliability and Validity

Learners’ final achievement of English writing

examination

A middle-school teacher for 4

yearsThe instructor

An instructor teaching

English writing over 2 years

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Thanks for your listening.