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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 1
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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
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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.
