Han Shujun
Henan University of Animal Husbandry and Economy, Zhengzhou, Henan, China.
Front Psychol. 2023 Jan 18;13:1069585. doi: 10.3389/fpsyg.2022.1069585. eCollection 2022.
As an attempt to shed more light on the utility of blogs in educational contexts, the current research set out to explore the effectiveness of blog-based writing instruction on the writing skill and writing motivation of Chinese English-as-a-Foreign Language (EFL) students. Forty-nine Chinese EFL students from two intact classes in a language school were selected as the participants through convenience sampling. Then they were assigned to an experimental (26 students) and a control condition (23 students) randomly. The students of the experimental group utilized blogs for posting their writing assignments whereas the control group were taught traditionally with no use of blogs or other technology devices. The IELTS writing tasks and L2 writing motivation scale were used for the data collection as pre-and post-tests. The findings revealed that although both groups improved their writing skill and motivation, the participants of the blog group performed better than those in the control group, confirming that the blog-based teaching substantially enhanced the writing skill and writing motivation of the EFL students. These findings may have notable implications for EFL instructors.
为了更深入地了解博客在教育环境中的效用，本研究旨在探讨基于博客的写作教学对中国非英语专业（EFL）学生写作技能和写作动机的有效性。通过便利抽样，从一所语言学校的两个完整班级中选取了49名中国EFL学生作为参与者。然后将他们随机分为实验组（26名学生）和控制组（23名学生）。实验组的学生利用博客发布他们的写作作业，而控制组则采用传统教学方式，不使用博客或其他技术设备。雅思写作任务和二语写作动机量表被用作前测和后测的数据收集工具。研究结果显示，尽管两组学生的写作技能和动机都有所提高，但博客组的参与者表现优于控制组，这证实了基于博客的教学显著提高了EFL学生的写作技能和写作动机。这些发现可能对EFL教师具有重要意义。
