Online Feedback in Interactive Blogging: Cultivating Students’ Writing Performance and Learning Engagement
DOI:
https://doi.org/10.30762/jeels.v10i2.1099Keywords:
interactive blogging, learning engagement, online feedback, writing performanceAbstract
Integrating Information and Communication Technologies (ICT) into language learning has shifted how English classes are administered. The shift in teaching instruction from pen and paper-based activities to online-based approaches has led to interactive blogging to make the classes more authentic, motivating, and communicative. Thus, this paper mainly examines two significant issues: 1) how interactive blogging benefited the writing class when online feedback took place and 2) how the EFL students actively participated in the interactive blogging atmospheres. This study employed school-based action research involving 30 students majoring in the English Language Program of a university in Malang, Indonesia, who actively participated in the study. The data were taken from interviews, open-ended questionnaires, and writing tests. The findings revealed that online feedback in interactive blogging increases students’ writing performance covering CAF (complexity, accuracy, and fluency), and it enables students to interact more frequently with their teacher and classmates inside and outside the classroom. This indicates that teachers must empower students with technologies and more student-student and student-teacher interactions in writing classes. However, it is not as easy as paper and pen-based writing activities when giving and understanding online feedback.
References
Abidin, M. J. Z., Mohammadi, M. P., & Hamid, F. B. A. (2011). Blogging : Promoting peer collaboration in writing. International Journal of Business, Humanities and Technology, 1(3), 98–105. http://www.ijbhtnet.com/journals/Vol_1_No_3_November_2011/11.pdf
Acar, A., Geluso, J., & Shiki, T. (2012). How can search engines improve your writing ? CALL-EJ, 12(1), 1–10. https://ijreeonline.com/article-1-23-en.pdf
Alizadeh, M. (2016). The Impact of motivation on English language learning. International Journal of Research in English Education, 1(1), 11–15. https://ijreeonline.com/article-1-23-en.pdf
Alsubaie, A., & Madini, A. A. (2018). The effect of using blogs to enhance the writing skill of English language learners at a Saudi University. Global Journal of Educational Studies, 4(1), 13–30. https://doi.org/10.5296/gjes.v4i1.12224
Aydin, S. (2014). The use of blogs in learning English as a foreign language. Mevlana International Journal of Education (MIJE), 4(1), 244–259.
Boudjadar, T. (2015). ICT in the writing classroom : The pros and the cons. 4(1). https://doi.org/10.7575/aiac.ijalel.v.4n.1p.8
Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823
Christenson, S. L., Wylie, C., & Reschly, A. L. (2012). Handbook of research on student engagement. In Handbook of Research on Student Engagement (Issue June 2012). https://doi.org/10.1007/978-1-4614-2018-7
Copland, F. (2012). Legitimate talk in feedback conferences. Applied Linguistics, 33(1), 1–20. https://doi.org/10.1093/applin/amr040
Dizon, G. (2016). The language teacher enhancing English learners ’ writing timed blogging. The Language Teacher, 40(1), 8–13. https://jalt-publications.org/sites/default/files/pdf/the_language_teacher/40.1_tlt.pdf
Domalewska, D. (2014). Technology-supported classroom for collaborative learning : Blogging in the foreign language classroom Dorota Domalewska Rangsit University , Thailand. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 10(4), 21–30. https://files.eric.ed.gov/fulltext/EJ1059031.pdf
Dulger, O. (2011). Metacognitive strategies in developing EFL writing skills. Contemporary Online Language Educational Journal, 1(2).
Ebrecht, B. M., & Yuku, H. (2015). A case study of classroom blogging in three elementary schools. Journal of Educational Research and Innovation, 4(1), 1–22. https://digscholarship.unco.edu/jeri/vol4/iss1/1/
Fellner, T., & Apple, M. (2006). Developing writing fluency and lexical complexity with blogs. The JALT CALL, 2(1), 15–26. https://pdfs.semanticscholar.org/c70c/f90643981ea27e66153d8aad76a69a6853a3.pdf
Foroutan, M. (2013). Weblog promotes ESL learners' writing autonomy. Journal of Language Teaching and Research, 4(5), 994–1002. https://doi.org/10.4304/jltr.4.5.994-1002
Halim, L., Buang, N., & Meerah, S. T. (2010). Action research as instructional supervision: Impact on the professional development of university based supervisors and science student teachers. Procedia - Social and Behavioral Sciences, 2, 2868–2871. https://doi.org/https://doi.org/10.1016/j.sbspro.2010.03.430
Kashani, H., Mahmud, R. B., Ali, S., & Kalajahi, R. (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), 202–218. https://doi.org/10.5539/elt.v6n10p202
Khaki, M., & Tabrizi, H. H. (2021). Assessing the effect of direct and indirect corrective feedback in process-based vs product-based instruction on learners’ writing. Language Teaching Research Quarterly, 21, 35–53. https://doi.org/10.32038/ltrq.2021.21.03
Kusumaningrum, S. R., Cahyono, B. Y., & Prayogo, J. A. (2019). The effect of different types of peer feedback provision on EFL students' writing performance. International Journal of Instruction, 12(1). http://dx.doi.org/10.29333/iji.2019.12114a
Lacorte, M., & Ishihara, N. (2002). Zapatero a tus zapatos? Action research in the Spanish language classroom. Hispania, 85, 907–917. https://doi.org/https://doi.org/10.2307/4141259
Lavin, A. M., Korte, L., & Davies, T. L. (2010). The impact of classroom technology on student behavior. Journal of Technology Research, 2(1), 1–13. https://www.aabri.com/manuscripts/10472.pdf
Li, K. L., & Razali, A. B. (2019). Idea sharing: Process-based approach to writing in Malaysian english education. Pasaa, 58(December), 319–341.
Lin, M. H., Groom, N., & Lin, C. (2013). Blog-assisted learning in the ESL writing classroom : A phenomenological analysis. Educational Technology & Society, 16(3), 130–139. https://www.jstor.org/stable/jeductechsoci.16.3.130
Lorenzo, M., Crouch, C. H., & Mazur, E. (2006). Reducing the gender gap in the physics classroom. American Journal of Physics, 74(2), 118–122. https://doi.org/10.1119/1.2162549
Lou, S., Chen, N., Tsai, H. Y., Tseng, K. H., & Shih, R. C. (2012). Using blended creative teaching : Improving a teacher education course on designing materials for young children. Australian Journal of Educational Technology, 28(5), 776–792. https://doi.org/10.14742/ajet.816
Nasir, S. A. M., Yaacob, W. F. W., & Ismail, N. (2019). The nature of online students’ feedback in higher education. International Journal of Innovation and Learning, 25(4), 377–392. https://doi.org/10.1504/IJIL.2019.099982
Nguyen, D. T. B. (2022). The role of CALL in the ecology of language teachers’ well-being and professional development. Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022, 2022(2022), 292–296. https://doi.org/10.14705/rpnet.2022.61.1473
Pinkman, K. (2005). Using blogs in the foreign language classroom : Encouraging learner independence. The JALT CALL Journal, 1(1), 12–24. https://pdfs.semanticscholar.org/f1cc/94a81a768f47f1996cfccd9af89f8b4cf228.pdf?_ga=2.139121907.1935605680.1636898258-202002817.1636700955
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Saiful, Wihastyanang, W. D., Sulistyo, G. H., & Mukminatien, N. (2019). Confronting effect of online teacher and peer feedback on the students’ writing performance. Problems of Education in the 21st Century, 77(5), 650–666. https://doi.org/10.33225/pec/19.77.650
Sydorenko, T., Hsieh, C. N., Ahn, S., & Arnold, N. (2017). Foreign language learners’ beliefs about CALL: The case of a U.S. Midwestern University. CALICO Journal, 34(2), 196–218. https://doi.org/10.1558/cj.28226
Tahira, M., Yousaf, I., & Haider, A. G. (2022). A comparison of diversity in the writing processes of writers: Implications for teaching of writing in Pakistan. IJCI International Journal of Curriculum and Instruction, 14(2), 1222–1232.
Tavares, M. de G. G. (2009). Pre-task planning, working memory capacity, and L2 speech performance. Organon, 245–266.
Vakili, S., & Ebadi, S. (2019). Authenticity in online dynamic assessment: Iranian EFL learners` perspectives. Call-Ej, 20(2), 38–54. http://callej.org/journal/20-2/Vakili-Ebadi2019.pdf
Wanajak, K. (2011). Internet use and its impact on secondary school students in chiang mai, thailand [Edith Cowan University]. https://www.researchgate.net/publication/254590783_Internet_use_and_its_impact_on_secondary_school_students_in_Chiang_Mai_Thailand
Yang, M., & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3), 285–297. https://doi.org/10.1080/13562517.2012.719154
Yunus, M., Lau, J., Tuan, K., & Salehi, H. (2012). Using blogs to promote writing skill in ESL classroom 2 literature review. Recent Advances in Educational Technologies, 109–113. https://www.researchgate.net/publication/236946577_Using_Blogs_to_Promote_Writing_Skill_in_ESL_Classroom
Zhang, D. (2009). The application of blog in English writing. Journal of Cambridge Studies, 4(1), 64–72. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.460.7646&rep=rep1&type=pdf
Zhang, Song, W., Shen, S., & Huang, R. (2014). The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course. Australasian Journal of Educational Technology, 30(6), 670–685. https://doi.org/10.14742/ajet.860
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
