1. ENHANCING STUDENTS’ WRITING PERFORMANCE THROUGH BLOGS
N99C0028 Winni 王淑鈴

2. Purpose of study
To explore students’ writing performance by using blogs

3. Introduction
With the growing popularity of computers and Internet, there are more and more learning ways in English.
Computer-mediated communication (CMC) provides multiple ways for learners.
CMC has been widely utilized in English teaching and learning.

4. Literature Review Campbell (2003): three types of blogs
1. tutor blog: Teacher supplies special materials for
reading and vocabulary activities.
2. learner blog: used as journals for writing
practice or as free-form model for personal expression
3. class blog: like a free form bulletin board; share
thoughts on a common topic assigned as homework.

5. Literature Review Advantages Campbell (2003):
1. access new information
2. structure their own thoughts
3. offer writing practice
Dippold (2009):
1. increase students’ motivation
2. facilitate exchange of resources and feedback on
process in writing

6. Research Question
Does blogs enhance junior high school students’ writing performance?

7. Participants School A junior school located in Kaohsiung
Founded in 1969
Approximately 52 classes, 100 teachers, and 1562 students
15 classes of 9th grade

8. Participants Teacher 2 certificated English teacher
Approximately 5 years of experience in teaching junior high schools
Both groups were taught by the same teacher.

9. Participants Students
Two classes of 30 (both control and experimental groups)
9th grade (age 14-15)
Native Language: Mandarin Chinese
Have learned English since 3rd grade
19 weeks of the lessons
Five times a week
45 minutes per session

10. Instruments
Pre-test
(GEPT)
blog
Experimental
group √
Control

11. Procedures 1. 4 : normal courses;1: blog(each week)
Experimental group
1. 4 : normal courses;1: blog(each week)
2.The teacher posts an article on the blog every
week.
3. Each student has to read, comment on, and
respond at least two entries each week.
4. The instructor wrote comments on incorrect
usage of vocabulary or grammatical structures.
5. Students must to correct their errors and rewrite
their feedback.

12. Procedures Control group 1st Pre-test 2nd -17th Textbook Blog 18th
Week
Experimental Group
Control group
1st
Pre-test
2nd
-17th
Textbook
(4 classes, each week)
(5 classes, each week)
Blog
(1classes, each week)
18th
Post-test

13. Data Collection Results of the pre-test
(an elementary level GEPT writing) and post-test (an elementary level GEPT writing)

14. Data Analysis
For Research Question, using T-test to see students’ performance through blogs.

15. Reliability and Validity
GEPT(The General English Proficiency Test) was administered by LTTC(The Language Training and Testing Center )
Provide many test locations in major cities for examinees to test.
More than 300 junior high schools or high schools, and hundreds of universities and government agencies recognize GEPT scores.