Blog assisted language learning in the EFL writing classroom: an empirical study

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other http://eprints.org/relation/hasVolatileVersion http://etheses.bham.ac.uk/id/document/36366 http://eprints.org/relation/hasVersion http://etheses.bham.ac.uk/id/document/36366 http://eprints.org/relation/hassmallThumbnailVersion http://etheses.bham.ac.uk/id/document/36366 http://eprints.org/relation/hasVolatileVersion http://etheses.bham.ac.uk/id/document/36367 http://eprints.org/relation/hasVersion http://etheses.bham.ac.uk/id/document/36367 http://eprints.org/relation/haspreviewThumbnailVersion http://etheses.bham.ac.uk/id/document/36367 archive 4031 disk0/00/00/34/89 2012-06-27 15:12:20 2021-07-06 16:05:16 2012-06-27 15:12:20 thesis show 0 Lin Ming Huei Groom Nicholas University of Birmingham Blog assisted language learning in the EFL writing classroom: an empirical study unpub DS LG PE QA76 10col_artl Email address johnlinminghuei@gmail.com taken from PARC spreadsheet (AH 06/07/2021) This is a study exploring the effects of blog assisted language learning (BALL) in the EFL writing classroom in Taiwan. It focuses principally on a comparative experimental project that was carried out over the period of one academic year. The project involved two groups of first year university students of a low intermediate level in English. There were 25 students in each group, and both groups were taught by the same teacher-researcher (i.e. the author of this thesis). In this thesis, we present a detailed statistical examination of various aspects of BALL, including students’ writing performance, learning motivation towards writing and self-efficacy beliefs with regard to their EFL writing skills and abilities. We also take a corpus-based look into the written language collected from both of the groups using a series of numerical counts obtained by computerised measurements. We also present the results of a qualitative, phenomenological analysis that reflects the nature of the participants’ BALL experience. The overall argument of the thesis is that BALL is at best no more effective than traditional approaches to EFL writing pedagogy, and in some cases is actually less effective than traditional, low-tech methods. 2012-07 2012-01 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. restricted 2034-01-31 johnlinminghuei@gmail.com ubira@lists.bham.ac.uk restricted 374 University of Birmingham School of English, Drama and American & Canadian Studies d_ph na 2012-07 graduation