Fostering EFL Learners’ Writing Skills through Blog-Assisted Language Learning (BALL)
DOI:
https://doi.org/10.29408/veles.v8i2.26235Keywords:
Blog Assisted Language Learning (BALL), EFL learners, classroom action research, writing skillAbstract
Blog-Assisted Language Learning (BALL) provides a platform for students to enhance their language skills through interactive and engaging activities. These activities include peer review and feedback, interactive discussions, reflective journals, and multimedia integration. This study aims to investigate the specific impact of BALL on improving EFL learners' writing performance, addressing the problem of how this innovative approach can enhance various aspects of writing skills. This study was conducted using classroom action research in one cycle, involving 18 vocational school students. Data were gathered through writing tests, observation checklists, and questionnaires. The findings revealed that implementing Blog-Assisted Language Learning significantly enhanced the learners’ writing performance and attitudes toward learning English. The students showed improvement in content, organization, vocabulary, language use, and mechanics of their writing. The average score increased from 71.61 in the pretest to 81.9 in the posttest. All students were engaged in the teaching and learning process, and they found using a blog to promote language acquisition to be an enjoyable activity. Additionally, a Paired Sample t-Test showed a significant difference between the students' overall scores pre-test and post-test, with a level of significance of 0.000, indicating that the implementation of Blog-Assisted Language Learning had a statistically significant impact on improving the students' writing performance. Therefore, Blog-Assisted Language Learning proves to be a valuable strategy for enhancing EFL learners' writing skills, and its interactive and enjoyable nature can motivate students, creating a more dynamic and student-centered learning environment.
References
Akdag, E., & Özkan, Y. (2017). Enhancing writing skills of EFL learners through blogging. The Reading Matrix, 17(2), 79–95. https://eric.ed.gov/?id=EJ1154756
Alfarwan, S. (2019). University student access to and use of electronic devices: a latent English language learning potential. Teaching English With Technology, 19(1), 102–117.
Alsamadani, H. A. (2017). The effectiveness of using online blogging for students’ individual and group writing. International Education Studies, 11(1), 44. https://doi.org/10.5539/ies.v11n1p44
Amalia, I. (2018). Fostering students’ writing skill through peer feedback activity: A case study at UIN SMH Banten. Loquen, 11(01), 1. https://doi.org/10.32678/loquen.v11i01.1031
Amir, Z., Ismail, K., & Hussin, S. (2011). Blogs in Language Learning: Maximizing Students’ collaborative writing. Procedia: Social & Behavioral Sciences, 18, 537–543. https://doi.org/10.1016/j.sbspro.2011.05.079
Aminatun, D., Ngadiso, N., & Marmanto, S. (2019). Applying PLEASE strategy to teach writing skill on students with different linguistic intelligence. Teknosastik, 16(1), 34. https://doi.org/10.33365/ts.v16i1.120
Ammade, S., Mahmud, M., Jabu, B., & Tahmir, S. (2018). Integrating technology in English language teaching: Global experiences and lessons for Indonesia. International Journal of English Linguistics, 8(6), 107. https://doi.org/10.5539/ijel.v8n6p107
Armstrong, K., & Retterer, O. (2008). Blogging as L2 Writing: A case study. AACE Journal, 16(3), 233–251.
Csizér, K., & Tankó, G. (2015). English majors’ self-regulatory control strategy use in academic writing and its relation to L2 motivation. Applied Linguistics, amv033. https://doi.org/10.1093/applin/amv033
Ebrecht, B. M., & Ku, H. (2015). A case study of classroom blogging in three elementary schools. Educational Research and Innovation, 4(1), 1.
Fathi, J., & Nourzadeh, S. (2019). Examining the Effects of Writing Instruction through Blogging on Second Language Writing Performance and Anxiety. Issues in Language Teachings. https://doi.org/10.22054/ilt.2019.40300.378
Fellner, T., & Apple, M. (2006). Developing writing fluency and lexical complexity with blogs. JALT CALL Journal, 2(1). https://doi.org/10.29140/jaltcall.v2n1.19
Husnah, L. Al, Heriyawati, D. F., & Elfiyanto, S. (2023). Quizizz paper mode is new : students’ perception of using e-tool of language assessment in EFL class. Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics, 10(2). https://doi.org/10.22219/celtic.v10i2.28528
Jacobs, H. L., Stephen, A., Zingkgraf, D. R., Wormuth, V., Faye, H., Jane, B., and Hughey. (1981). Testing ESL composition: A practical approach. Newbury House Publishers, Inc.
Javed, M., Juan, W. X., & Nazli, S. (2013). A study of students’ assessment in writing skills of the english language. International Journal of Instruction, 6(2).
Kashani, H., Binti Mahmud, R., & Ali Rezvani Kalajahi, S. (2013). Comparing the effect of blogging as well as pen-and-paper on the essay writing performance of Iranian graduate students. English Language Teaching, 6(10). https://doi.org/10.5539/elt.v6n10p202
Kemmis, S., Mctaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer.
Kim, G., & Bae, J. (2020). A study into students’ use of digital English learning strategies in tertiary education. Teaching English with Technology, 20(1).
Kuimova, M. V., & Zvekov, O. D. (2016). Blogs as a means to enhance writing skills in EFL classes. International Journal of Emerging Technologies in Learning, 11(4). https://doi.org/10.3991/ijet.v11i04.5430
Kung, F. W. (2018). Assessing an innovative advanced academic writing course through blog-assisted language learning: Issues and resolutions. Innovations in Education and Teaching International, 55(3). https://doi.org/10.1080/14703297.2015.1108213
Lin, M. H., Groom, N., & Lin, C.-Y. (2013). Blog-Assisted learning in the ESL writing classroom: A phenomenological analysis. Educational Technology & Society, 16 (3), 130–139.
Miftachudin, M. (2017). Students’ perceptions of the use of Blogs in English language learning. Register Journal, 10(1). https://doi.org/10.18326/rgt.v10i1.878
Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students’ perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2). https://doi.org/10.1016/j.system.2010.03.006
Mortensen, T. and Walker, J. (2002) `Blogging Thoughts: Personal Publication as an Online Research Tool', in A. Morrison (ed.) Research ICTs in Context. Oslo: InterMedia/UniPub .
Muslem, A., & Abbas, M. (2017). The effectiveness of immersive multimedia learning with peer support on English speaking and reading aloud. International Journal of Instruction, 10(1). https://doi.org/10.12973/iji.2017.10113a
Muslem, A., Marhaban, S., Heriansyah, H., & Utama, R. P. (2022). The effects of using Blog-Assisted Language Learning (BALL) in improving non-native students’ English writing skill in higher education; Does it work? Journal of Technology and Science Education, 12(1). https://doi.org/10.3926/jotse.1303
Nodoushan, M. A. S. (2014). Assessing writing: A review of the main trends. Studies in English Language and Education, 1(2). https://doi.org/10.24815/siele.v1i2.1831
Özdemir, E., & Aydin, S. (2020). Blogging effect on English as a foreign language writing motivation. IGI Global eBooks.
Özdemir, E., & Aydın, S. (2015). The effects of blogging on EFL writing achievement. Procedia - Social and Behavioral Sciences, 199. https://doi.org/10.1016/j.sbspro.2015.07.521
Quadir, B., Yang, J. C., & Chen, N. (2019). The effects of interaction types on learning outcomes in a blog-based interactive learning environment. Interactive Learning Environments, 30(2), 293–306. https://doi.org/10.1080/10494820.2019.1652835
Rifai, I. (2010). Students’ Attitude on The Use of Facebook and Blog in writing class and their writing competence. Lingua Cultura, 4(1). https://doi.org/10.21512/lc.v4i1.348
Said, N. E. M., Yunus, M., Doring, L. K., Asmi, A., Aqilah, F., & Li, L. K. S. (2013). Blogging to Enhance Writing Skills: A survey of Students’ perception and attitude. Asian Social Science, 9(16). https://doi.org/10.5539/ass.v9n16p95
Salija, K. (2017). The effect of using outlines on idea development quality of students essay writings. International Journal of Language Education, 1(1). https://doi.org/10.26858/ijole.v1i1.2867
Saraswati, N. A., & Purwati, O. (2021). Autonomous mobile-assisted language learning for young learners using. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 8(2).
Setyowati, L. (2016). Analyzing the students’ ability in writing opinion essay using flash fiction. Journal of English Language Teaching and Linguistics, 1(1). https://doi.org/10.21462/jeltl.v1i1.1
Suadah, L. (2014). Enhancing EFL learners’ writing skills through blogging. Englisia Journal, 2(1). https://doi.org/10.22373/ej.v2i1.135
Sulistyo, T., Mukminatien, N., Cahyono, B. Y., & Saukah, A. (2019). Enhancing learners’ writing performance through Blog-Assisted Language Learning. International Journal of Emerging Technologies in Learning, 14(9), 61–73. https://doi.org/10.3991/IJET.V14I09.9535
Suparto, W. P., Yusmah, Y., Kasman, N., Amir, M., & Wafi, A. (2021). The application of collaborative writing strategy in teaching composition in a public junior high school. ENGLISH FRANCA : Academic Journal of English Language and Education, 5(2). https://doi.org/10.29240/ef.v5i2.3246
Ward, J. M. (2004). Blog assisted language learning (BALL): Push button publishing for the pupils. TEFL Web Journal, 3(1).
Zuhri Dj, M., & Sukarnianti, S. (2015). Using hypnoteaching strategy to improve students’ writing ability. Dinamika Ilmu. https://doi.org/10.21093/di.v15i2.101
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Silvia Nurmila Sari, Anik Nunuk Wulyani, Suharyadi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
