Summary writing 6

DEVELOPING WRITING ABILITIES

   OF EFL STUDENTS THROUGH BLOGGING

Blogging in the writing class can contribute to the improvement of students’writing abilities. The positive effect of using blogs in writing development was possibly due to the features of blogs that students can communicate with other audiences in authentic learning environment (Noytim, 2010, Juida & Bee, 2011). On blogs, students can post their messages both academic and non-academic, then they reflect their views or comments on their friends’ writing freely. Teacher and student relationship seems to improve through blogging .When using blogs, students can get feedback from other audiences, they have an opportunity to read things in which they are interested and write things they really want to . By so doing, writing assignment becomes an easy task while it used to be considered as a boring and difficult task before. Once a student was assigned a topic to write, they had to brainstorm and organize an outline of their writing with their team. While planning their writing, every member in the team will help together. They shareideas, comment and give feedback until they got their final writing. Students learn and share with their peers and teacher during the working process. Surprisingly, students who are low proficient learners or shy and quiet ones have more participation in doing tasks by using blogs. This is probably because they have more time to think carefully before writing and giving their responses (Galien & Bowcher, 2010). Students are active learners through blogging system, so using blogs in language classroom is beneficial and suitable for undergraduate students to enhance their writing performances.

Summary writing 5

USING BLOGGING SOFTWARE TO PROVIDE

ADDITIONAL WRITING INSTRUCTION

Teachers  sometimes struggle trying to find time during the typical school day to make the writing instruction students  to be successful. So, it is about classroom teachers’ survey responses about their perception of the effectiveness of using an online blogging tool to plan and provide writing instruction for a struggling writer through survey responses. The teachers reported that they were able to evaluate their individual student’s writing progress to determine next steps in writing instruction. They perceived that student engagement with the writing process increased during the study. Additionally, using an online format encouraged teachers to incorporate other online tools into their instruction and they would have liked the opportunity for more face-to-face interaction with their students .

However, the process was not positive for all teachers or students. Some of the teachers indicated they and/or their student found the software frustrating and they wished they had more time to learn the software before using it with a student. Teachers need to be familiar with the blogging tool before attempting to use it w. One week of practice was not enough for some teachers to effectively incorporate the blogging tool into their teaching practice. Consequently, teachers might need more practice before feeling confident enough to use blogging tool .

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Summary Writing 4

INTEGRATING FEEDBACK INTO PROSPECTIVE ENGLISH LANGUAGE TEACHERS’ WRITING PROCESS VIA BLOGS AND PORTFOLIOS   

The collaboration between blog  and portfolio  writing instruction have positive contributions to the development of writing skill in English language contexts. Having been actively engaged in blogs and portfolios in and out of writing classes showed that participants in the study were able to develop their writing competency. Prospective teachers of English held positive views of portfolio keeping and blogging as effective tools in this particular writing course. The practice of portfolio help student and teachers overcome their writing anxiety (Öztürk & Çeçen, 2007) as reports that in a reading-writing course, keeping portfolio resulted in more student motivation towards writing in English. Lan, Hung, and Hsu (2011, p.148) tell that the effect of rich media guided writing strategy and also pen-and-paper guided writing strategy and concluded that a web-based learning environment with high richness media could guide students to write and achieve more positive writing attitudes in terms of motivation, enjoyment and anxiety.