Welcome to the InfoSci Platform
Reference Hub4
Blogging Effect on English as a Foreign Language Writing Motivation: Blogging and Writing Motivation

Blogging Effect on English as a Foreign Language Writing Motivation: Blogging and Writing Motivation

Emrah Özdemir, Selami Aydin
Copyright: © 2017 |Volume: 7 |Issue: 2 |Pages: 18
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781522514626|DOI: 10.4018/IJCALLT.2017040103
Cite Article Cite Article

MLA

Özdemir, Emrah, and Selami Aydin. "Blogging Effect on English as a Foreign Language Writing Motivation: Blogging and Writing Motivation." IJCALLT vol.7, no.2 2017: pp.40-57. http://doi.org/10.4018/IJCALLT.2017040103

APA

Özdemir, E. & Aydin, S. (2017). Blogging Effect on English as a Foreign Language Writing Motivation: Blogging and Writing Motivation. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 7(2), 40-57. http://doi.org/10.4018/IJCALLT.2017040103

Chicago

Özdemir, Emrah, and Selami Aydin. "Blogging Effect on English as a Foreign Language Writing Motivation: Blogging and Writing Motivation," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 7, no.2: 40-57. http://doi.org/10.4018/IJCALLT.2017040103

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

Not many studies have been present on the effects of blogging, particularly with respect to English as a Foreign Language (EFL) writing motivation. Those studies did not focus on the effect of the use of blogs on Turkish EFL learners' writing motivation. Thus, this study aims to examine how the use of blogs affects EFL writing motivation among EFL learners in a Turkish EFL learning context. A questionnaire interrogating demographic information, a pre-test and a post-tests measuring writing achievement were administered to a group of participants including 48 language learners. According to results, blogging on its own does not increase motivation; however, the process-based writing instruction mainly has positive influences on EFL learners' motivation in both traditional pen-paper and blog environments. Thus, EFL teachers need to know that the use of blogs does not increase motivation among Turkish EFL learners. To increase their motivation level, it is also recommended that teachers should use a writing environment where their students are encouraged to write in the target language.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.