EFL Students' Perspectives on the Use of Blog towards Their Writing Performance
Obtaining English Foreign Language (EFL) students’ views dealing with their preferences of blog to assist their writing skills in practice is needed in order to make them more helpful in writing practice. This research aims at finding out significant correlation between students’ perspective on the use blog in writing activity and their writing performance. It is correlational study that correlates two variables: blog use and writing performance. The result of this research shows that there is no significant correlation between the students’ perception on blog use in writing activities with their writing performances. Although the students have high and positive perception toward blog use in writing actives done by the teacher in the class, it does not give high response to the students’ writing performance. It happens because some extraneous and possible factors may influence the result of this research. Finally, this research is expected to contribute towards enriching teaching approach knowledge in writing.
Angeles, L. L., Bongon, R. M. B., Esguerra, F. M. C., Rodriguez, M. L., Anna, M., & Kagaoan, C. G. (2015). Perception of Students Towards Blogging As a Method of Writing. LPU Laguna Journal of Arts and Sciences, 2(1), 55–94. Retrieved from http://lpulaguna.edu.ph/lpulaguna-journal-arts-sciences/
Arslan, R. Ş., & Şahin-Kizil, A. (2010). How can the use of blog software facilitate the writing process of English language learners? Computer Assisted Language Learning, 23(3), 183–197. https://doi.org/10.1080/09588221.2010.486575
Ary, Donald, Lucy Cheser ., Jacobs, C. K. S. (n.d.). Introduction to Research in Education (8th ed.). Belmont, CA.
Aulia, V. (2017). Students’ Perception on the Utilization of Language Laboratory for Speaking Performances. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 3(2), 1–21.
Beyrelï, L., & Ari, G. (2009). The use of analytic rubric in the assessment of writing performance -inter-rater concordance study-. Kuram ve Uygulamada Egitim Bilimleri, 9(1), 105–125.
Ghislandi, P. (Ed.). (2012). eLearning - Theories, Design, Software and Applications. eLearning - Theories, Design, Software and Applications. Rijeka: InTech. https://doi.org/10.5772/2533
Huang, H.-Y. C. (2016). Students and the Teacher’s Perceptions on Incorporating the Blog Task and Peer Feedback into EFL Writing Classes Through Blogs. English Language Teaching, 9(11), 38. https://doi.org/10.5539/elt.v9n11p38
İnceçay, G., & Genç, E. (2014). University Level EFL Students’ Self Blogging to Enhance Writing Efficacy. Procedia - Social and Behavioral Sciences, 116, 2640–2644. https://doi.org/10.1016/j.sbspro.2014.01.627
Ines, E., & Artvianti, D. (2013). the Use of Classroom Blog in Teaching Writing To Junior High School Students. Journal of English and Education, 1(1), 59–67.
Jones, L., & Holland, A. (2013). Who Blogs ? Understanding the Correlation of Personality and Blogging in Cultural Discussions. Calico, 30(1), 92–117.
Lacina, J., & Griffith, R. (2012). Blogging as a means of crafting writing. Reading Teacher, 66(4), 316–320. https://doi.org/10.1002/TRTR.01128
Nepomuceno, M. M. (2011). Writing Online: Using Blogs as an Alternative Writing Activity in Tertiary ESL Classes. TESOL Journal, 5(December), 92–105.
Özdemir, E., & Aydın, S. (2015). The Effects of Blogging on EFL Writing Achievement. Procedia - Social and Behavioral Sciences, 199, 372–380. https://doi.org/10.1016/j.sbspro.2015.07.521
Pinkman, K. (2005). Using blogs in the foreign language classroom: Encouraging learner independence. The JALT CALL Journal, 1(1), 12–24. https://doi.org/10.29140/jaltcall.v1n2.r2
Rifai, I. (2010). Students’ Attitude on The Use of Facebook and Blog In Writing Class and Their Writing Competence. Lingua Cultura, 4(1), 25. https://doi.org/10.21512/lc.v4i1.348
Said, N. E. M., Yunus, M., Doring, L. K., Asmi, A., Aqilah, F., & Li, L. K. S. (2013). Blogging to enhance writing skills: A survey of students’ perception and attitude. Asian Social Science, 9(16 SPL), 95–101. https://doi.org/10.5539/ass.v9n16p95
Shen, Q. yuan. (2013). Use of blog to improve English writing in the Chinese tertiary EFL classrooms. English Language Teaching, 6(10), 51–56. https://doi.org/10.5539/elt.v6n10p51
Vurdien, R. (2013). Enhancing writing skills through blogging in an advanced English as a Foreign Language class in Spain. Computer Assisted Language Learning, 26(2), 126–143. https://doi.org/10.1080/09588221.2011.639784
Wenjuan, H., & Rui, L. (2016). The Construction of Teaching Model on College English Writing from the Perspective of Cognitive Genre. English Language Teaching, 9(10), 31. https://doi.org/10.5539/elt.v9n10p31
Wu, W. (2005). Using blogs in an EFL writing class. Conference and Workshop on TEFL and Applied Linguistics, 426–432.
Yamanishi, H., Ono, M., & Hijikata, Y. (2019). Developing a scoring rubric for L2 summary writing: a hybrid approach combining analytic and holistic assessment. Language Testing in Asia, 9(1). https://doi.org/10.1186/s40468-019-0087-6
Zhou, H. (2015). An Empirical Study of Blog-assisted EFL Process Writing: Evidence from Chinese Non-English Majors. Journal of Language Teaching and Research, 6(1), 189. https://doi.org/10.17507/jltr.0601.23
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.