The effects of writing through blogging on ESL learners' writing apprehension and writing quantity
Writing in English as a second language (ESL) commonly presents a tremendous challenge to students at the primary school level up to higher institutions (Brickman, 1992; Miranda, 2000; in Sayed, 2010). ESL students normally display indications of apprehension when confronted with tasks that require...
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| Format: | Thesis |
| Language: | English English |
| Published: |
2012
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| Subjects: | |
| Online Access: | https://eprints.ums.edu.my/id/eprint/41622/1/24%20PAGES.pdf https://eprints.ums.edu.my/id/eprint/41622/2/FULLTEXT.pdf |
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| Summary: | Writing in English as a second language (ESL) commonly presents a tremendous challenge to students at the primary school level up to higher institutions (Brickman, 1992; Miranda, 2000; in Sayed, 2010). ESL students normally display indications of apprehension when confronted with tasks that require some amount of writing in English which tends to affect their overall writing performance (Aikman, 1985; Hassan, 2001; Kurt & Atay, 2007; Tunks, 2010). Thus, this study aims to describe the effects of using the weblog as a medium for essay writing in relation to writing apprehension and writing quantity, among ESL students undergoing an Intermediate English course at UiTM Sabah. The quantitative research approach employing the QuaSi-experimental design was used in this study. One hundred fifty-five diploma students participated in the experiment with 79 and 76 participants in each of the respective Experimental group and Control group. Writing through blogging (WTB) was used with the Experimental group, while writing through non-blogging pen-paper (WTnB) method was used with the Control group. Both groups were pre-tested and posttested with Second Language Writing Anxiety Inventory (SLWAI) questionnaire and Writing Quantity test. Hypotheses were tested at .05 significance level, using Paired Samples t-test and Independent Samples t-test. Under the conditions of the study, WTB was found to have insignificant effects on ESL students' writing apprehension and writing quantity which did not effectively promote less resistant writers when compared to the use of WTnB method. Triangulation of the results from the additional Blogging Perception questionnaire among the Experimental group students suggested that WTB was perceived less favourably in reducing writing apprehension and increasing writing quantity. Hence, this implies that any attempts to overcome writing apprehension or increase writing quantity by employing WTB in the ESL language classroom may require careful consideration in terms of its application and execution, as well as students' preferences or perceptions, for it to produce more positive results. |
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