Hot Blogging: Exploring English Writing Experiences of Undergraduate Students in China
Date
2015-01-29
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Abstract
Little investigation has been conducted in the field of English as a Foreign Language (EFL) regarding writing experiences through blogs. This study explores students’ perceptions and experiences of using blogs in EFL writing in China. It draws upon Vygotsky’s constructivist theory and sociocultural theory in language learning. Thirty-one undergraduate students with English majors from a Chinese university participated in the study. Data for the study were collected from students’ blog and microblog entries, two questionnaires administered at the beginning and the end of the blog project, individual interviews, and informal conversations. Results indicate students reported that even though they were aware that English writing is an important component in the English exams and it is one of their weakest skills, they did not spend enough time on it. They found that the exam-oriented nature of the writing tasks on the blog designed by the researcher were not stimulating. They preferred to write about their personal feelings and post comments about current events on their microblogs rather than academic writing on their blogs. They created a new concept of “Anywhere, anytime English learning.” This means they preferred to share their personal comments on microblogs on their smart phones. Pedagogical implications of using blogs and microblogs to practice writing outside the classroom are discussed.
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Education--Language and Literature
Citation
Li, W. (2015). Hot Blogging: Exploring English Writing Experiences of Undergraduate Students in China (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26382