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FINAL CLEAN COPY CHAPTER 1 CURRICULUM VITAE For FINAL EDITING Bookbinding

1. Writing plays an important role in personal and professional lives as a tool for creating ideas and communicating, but many students struggle with writing, especially second language learners. 2. While writing is important, less classroom time is spent on writing skills compared to other language skills. Students have negative attitudes towards writing and find it an unpleasant task, as it is difficult to convey precise meaning without gestures or intonation. 3. Technological advances like the internet, email, and social media have changed communication but teachers often do not fully utilize technology in the classroom to motivate students and make writing fun.

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0% found this document useful (0 votes)
49 views64 pages

FINAL CLEAN COPY CHAPTER 1 CURRICULUM VITAE For FINAL EDITING Bookbinding

1. Writing plays an important role in personal and professional lives as a tool for creating ideas and communicating, but many students struggle with writing, especially second language learners. 2. While writing is important, less classroom time is spent on writing skills compared to other language skills. Students have negative attitudes towards writing and find it an unpleasant task, as it is difficult to convey precise meaning without gestures or intonation. 3. Technological advances like the internet, email, and social media have changed communication but teachers often do not fully utilize technology in the classroom to motivate students and make writing fun.

Uploaded by

shaangavriel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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1

Chapter 1

INTRODUCTION

Background of the Study

Writing plays an important role in our personal and professional lives. It is a tool

for the creation of ideas and the consolidation of the linguistic system by using it for

communicative objectives in an interactive way. Thus, it has become one of the

essential components in the curriculum (Massi, 2001).

According to Warschauer (2010), writing is especially important for the

instruction of second language learners for three reasons. First, writing well is a vital

skill for academic or occupational success (National Commission on Writing, 2004), but

one that is especially difficult for second language learners to master. Second, writing

can be an effective tool for the development of academic language proficiency as

learners more readily explore advanced lexical or syntactic expression in their written

work. Third, writing across the curriculum can be invaluable for mastering diverse

subject matter, as written expression allows learners to raise their awareness of

knowledge gaps, abstract problem-specific knowledge into schemas that can be applied

to other relevant cases, and elaborate mental representations of knowledge that can be

more easily retrieved, while simultaneously allowing teachers to better understand the

students’ state of knowledge and thinking process and thus adjust instruction as

necessary.

Moreover, writing clarifies and extends understanding. It enables the person to

clarify and deepen his understanding of a new concept and to find ways to relate it to
2

other ideas within a discipline. It also makes an individual a potent thinker and an active

learner as he eventually gains a better understanding of himself in recording, clarifying

and organizing his personal experiences and innermost thoughts (Axelrod & Cooper, as

cited in Manzanilla, 2013).

However, in many English language classrooms around the world less time is

devoted to the skill of writing than to reading, listening and speaking (Bowen, as cited in

Condinato, 2006). That is why many consider the classroom a source of frustration to

both students and teachers in terms of writing. Since writing cannot be avoided,

teachers require their students to write. Although writing has been taught since the

elementary grades, the written work of first year college students has been found

wanting in unity, coherence and emphasis.

Many students find writing an unpleasant task and have a negative attitude

towards it. According to Sayuti (2013), writing is a daunting task for English as a

Second Language (ESL) learners. Most of the time learners would sigh at the thought of

having to write a long essay even though this is what is expected of them in public

examinations.

Similarly, Villas (2013) pointed out that writing poses greater problems than the

other language skills—reading, listening and speaking. This demands that writing

teachers acquire a deep understanding of its nature and intensively plan how to present it

to the class in an effective way.

Combista (1998) averred that writing is, in some, way, more difficult than

speaking because writing has certain features which make it inclined to errors even

among the native speakers of the language. She further explains that in writing, the
3

writer is faced with the problem of how to express the right words so that the reader will

be able to grasp the exact thoughts and ideas presented. Also, the writer cannot use

gestures, facial expression, stress, intonation and occasional repetition of utterances that

would help him/her to ensure that the message he/she wishes to convey is clear and

unambiguous – thus making writing difficult.

Writing is another way of communication. Despite the fact that the physical act

of writing can promote more complex consideration and focus on the task, develop the

syntactic complexity in the language, which is usually a norm to measure the student's

language proficiency, it still does not motivate students enough to stay on task and be

engaged at all times. Writing is much more than the production of symbols, just as

speech is much more than the production of sounds. The symbols have to be arranged,

according to certain conventions, to form words, and words have to be arranged to form

sentences" (Byrne, as cited in Asatryan, 2014).

The above-mentioned difficulty in writing is evident in the Philippines, where

English as a language is highly valued because it has prestige and offers social mobility.

However, it is a fact that the school setting offers the learners very limited access and

exposure to English. Thus, even though English is used as a primary medium of

instruction in the school, the students still have to grapple with the problem of language

(Condinato, 2006).

Teachers and writers have written about the anxiety felt by Filipino students in a

writing class. Fernandez (2013) contended that writing is an imperative skill that

students need to develop. However, a student’s writing experience can be pitfall-ridden,

especially for second language learners who have to think on WHAT and HOW to write.
4

This is why educators have to implement ways that will help students avoid recurring

writing problems.

There is a need to motivate students to write. Instructors must therefore devise

new strategies to rekindle the fire of using the students’ writing ability in the midst of

cyberspace and social networks. They must use the best motivational strategies to get

their students to write.

The seeking of ways to innovate and create English language teaching is not

current nowadays. The Internet has become a part of daily lives. Electronic mails,

texting, instant messaging, social networking, tweeting, blogs and video conferencing –

they all share one thing in common. The advent of technology has changed the world so

swiftly that everything is almost within our reach. This includes keeping in touch with

the ones dear to us, tracking business, making friends, etc. The state of the art has been

playing a very important role that keeps the process of communication going (Austero et

al., 2013). This technological era challenges all elements to create and innovate for all

matters.

Nevertheless, most teachers do not make the most of the Internet. They actually

know its function, but it is difficult for them to begin. They also assume that using the

Internet as a medium for learning takes much time and using technology does not make

a difference in the students’ achievement. They find that students can get good scores

without using the technology. These assumptions are challenging the idea that learning

English must be fun. Since English is a foreign language in some areas in Asia, the use

of the Internet can be an alternative medium to learn to motivate the students to learn

English (Rudy, 2013).


5

Using electronic media resources provides appeal to many students (MacBride &

Luehmann, as cited in Manzanilla, 2013). The world of today’s student is saturated with

alluring media images and messages. In the past, music and film engaged students in

listening comprehension, vocabulary building, and grammar lessons. Now, Internet

search activities can draw them into writing.

Looking back, technology and pedagogy have moved along the same continuum

as learning theory. They shifted away from a research focus on behaviorist drill-and-

practice computer-aided programs to technology focused on cognitive and metacognitive

processes, as well as constructivist and social constructivist learning. Technology

evolved to include interaction, communication, collaborative learning or collaborative

writing on bulletin boards, chat rooms, and more. The focus of writing research moved

from a “just use it and see what happens” practice of using technology in writing classes,

in which glorious accounts of positive experiences of technology in the classroom or lab

of early adopters were exemplified (Jones, 2006).

Stedman (2000) called this “an ‘uncritical enthusiasm’ for the medium – a failure

to develop carefully pedagogy for this clumsy marriage of computers and classrooms.”

There was no particular pedagogical goal for the use of technology when it was first

introduced into instructional practice. Then it moved to a “use it pedagogically and

effectively” practice of using technology to support pedagogical goals (Zhao, 2003). The

research spotlight has been on implementing technology into classroom and curriculum

design and on technology-enhanced language learning activities that are meaningful to

students and compatible with pedagogical goals (clear and specific learning objectives).

There remains an interest in examining the effects of writing technology on learning


6

(Zhao, 2003). Innovative instructors are constantly shaping the continual development of

technologies into their instructional designs. For example, when networking came along,

second language (L2) writing researchers first looked at the use of networks for writing

the same way they did with the use of word processing, but later researchers recognized

that the new technology could be applied in a different way, and then changed their

focus to looking at writing as written conversation and language proficiency.

Unfortunately, it has been analyzed and reported by Dr. Carlo Magno (2011)

during the Southeast Asian Ministers of Education Organization (SEAMEO) Innovation

and Technology (INNOTECH) and AUSAID Conference that the Philippines does not

have a strong curricular program on Information and Communications Technology. The

Philippines is the only country that does not have a separate educational program on

Information and Communication Technology (ICT) for the primary and secondary

years. By the time the students have completed their basic education, they should be

prepared to deal with the advancement in technology around them, such as the use of

computers, cell phones and other technological devices. Other countries, such as

Malaysia, Singapore and Australia, have strengthened their ICT educational programs

by emphasizing the use of technology and recent tools to build further the skills of

students.

Magno (2011) recommended that in order to meet the 21st century skill on ICT

literacy, the ICT program in basic education needs to be strengthened by integrating it

effectively in different subject areas in the primary and secondary education. The ICT

skills need to be built in the subjects that include the following two of the three items:

(1) Use technology as a tool to research, organize, evaluate, and communicate


7

Information; (2) Use digital technologies (computers, PDAs, media players, GPS, etc.),

communication/networking tools and social networks appropriately.

On the other hand, Rodrigo (2001) of Ateneo de Manila University stated that the

Philippines is one of the many developing nations that has turned to ICT as a tool to

improve teaching and learning. She says that it is committed to infusing schools with

ICT and that there is great faith that these technologies will improve teaching and

learning, and consequently afford a greater stake in today's knowledge society.

According to Kohnke (2013), the use of ICT tools extends beyond the classroom

and provides learners of all ages with an opportunity to explore, create and communicate

the language creatively. The days are gone when the traditional classroom instruction

was the only medium available. In the 21 st century, dialogue extends beyond the

conventional forms of instruction. These tools can help students become more

motivated, raise their self-esteem and confidence; enhance learner interaction and

involvement in collaborative learning.

Kohnke (2013) further explained that students who are learning a second and/or

foreign language find the experience/environment outside the classroom where students

can share and build these ideas, knowledge and skills creatively rather than always

following guidelines given in class. This is precisely what ICT tools can offer students

this support with their learning outside of the classroom. Visnawathan (2013) also

stressed that language teachers at all levels have to facilitate learning among students

with the help of various tools.

In their effort to respond to 21 st century literacy needs of learners, many

educators now are using technology that combines computers and telecommunication
8

(more popularly known as Computer-Mediated Communication or CMC) in the

classroom (Cequeña and Gustilo, 2014).

CMC has been defined as “synchronous or asynchronous electronic mail and

computer conferencing, by which senders encode in text messages that are relayed from

senders’ computers to receivers” (Walther, cited in Lane, 1994 and Cequeña and

Gustilo, 2014).

Berge (1995) stated that CMC can be utilized in the classroom in three ways:

conferencing, informatics, and computer-assisted instruction. It promotes a type of

interaction that is often lacking in the traditional teacher-based classroom. It allows

learners the freedom to explore alternative pathways to find and develop their own style

of learning. What if content could be delivered in the form of graphics, text, and/or full-

motion video, whenever and wherever in the world it is requested? How do we, as

teachers and educators, responsibly participate in and make use of the inevitable

technological changes at hand?

Berge (1995) explained further that computer conferencing includes email,

online messaging, and small and large group discussions. Informatics refers to

repositories of network of organized information that include the library’s Online Public

Access Catalog (OPAC) system and archives of pictures, sound, texts, and movies.

From CMC, various Social Networking Sites (SNSs) with multiple applications

have emerged. Among these features, blogging or weblogs have become a very popular

medium in teaching academic writing (Cequeña and Gustilo, 2014). According to

Manzanilla (2013), the weblog is a new technology strategy in the teaching practice that

sparks online conversations


9

In the Encyclopedia Britannica (2015), blog, which is Web log or Weblog in full,

is an online journal where an individual, group, or corporation presents a record of

activities, thoughts, or beliefs. Some blogs operate mainly as news filters, collecting

various online sources and adding short comments and Internet links. Other blogs

concentrate on presenting original material. In addition, many blogs provide a forum to

allow visitors to leave comments and interact with the publisher. “To blog” is the act of

composing material for a blog. Materials are largely written, but pictures, audio, and

videos are important elements of many blogs. The “blogosphere” is the online universe

of blogs.

Blogging might help language learners to obtain, process, and construct words in

the English language. Students are motivated to use technology to write. Using this idea,

teachers can assimilate what the students are already doing through personal

websites/blogs and classroom content with a meaningful audience. Students, no matter

what their gender or ability level is, need to see that writing is a vehicle to show

individual thought on subjects, and that this is powerful. Technology, such as weblogs,

can provide one part of the answer, but educators should recognize that the key to

conscientious writing among students is that they need to be a more active part of the

educational community (Manzanilla, 2013).

Manzanilla (2013) has observed that college students are “tech savvy” nowadays.

They usually communicate in well-known social network sites such as Facebook,

Twitter and blog spots to express their unrestricted thoughts through blogging. Since

language learning is a communicative process, this emergent interest can be channeled


10

to develop their writing abilities in English. The same is true in the Palompon Institute

of Technology (PIT).

Blogging can be used to motivate PIT students to write. Like most Filipino

students, they find writing difficult. But like most young people, they are “tech savvy,”

which can be harnessed toward getting them interested to write.

The researcher, as an English language instructor, has long been searching for an

interactive writing tool that will motivate her students to write effectively. Blogging can

possibly create a huge impact in the preparation of resources for language teaching.

Through this tool, students will discover once again the need of writing effectively in

English in their own turf, which is the Internet. It is in this light that this research study

was conducted.

Theoretical/Conceptual Framework

This study was founded on three theories that look at learning as a collaborative,

social, dynamic process. These are the (1) Collaborative Learning Theory, (2) Socio-

cultural Theory of Vygotsky, and (3) Constructivist Theory of Piaget.

According to Reimer (2013), the Collaborative Learning Theory (CLT) is a

theory that can also be applied to incorporating weblog writing into the classroom. As

Fageeh (2011) stated about CLT: “This theory regards sharing as a fundamental feature

of successful collaboration. Blogging as a feature of CMC provides a viable

environment for collaboration in which EFL learners can share their emotions and ideas

in cyberspace.”
11

Reimer (2013) pointed out further that the CLT theory is similar to Vygotsky’s

Zone of Proximal Development (ZPD), which emphasizes learning through

collaborative efforts with others. Weblogs that are available to a larger student body, or

the general public, “have the potential of being a unique learning venue where

collaboration can take place and interaction among L2 participants can be promoted”

(Trajtemberg & Yiakoumetti, 2011).

These three theoretical frameworks all incorporate a social aspect into learning,

something that is very important when learning a second language. By using weblogs as

a method of completing writing assignments, students are provided an opportunity to

interact with the world and practice what they are learning in the classroom on a much

larger scale. Weblogs can be used to connect the English language learners around the

world to create meaningful interactions with students who are just like them (Reimer,

2013).

Barrios, as cited in Jones (2006), said that blogs can develop reading and writing

skills, empower students to become better researchers, writers, independent learners, and

develop international Web communities. Blogs for writing can be used in various ways;

for example, learning journals, learning logs, thinking journals, reader response journals,

reflective journals, and visual learning logs. If the journaling is to be collaborative, then

blogging would be an effective use for it. Practitioners also assert that the assessment of

writing is facilitated by the use of blogs because it combines the best elements of

portfolio-driven courses, where student work is collected, edited, and assessed, with the

immediacy of publishing for a virtual audience. The content management platforms on

which blogs are built make the entire process of assessment efficient.
12

Lowe and Williams, as cited in Bruffee (1984), wrote about collaborative

learning and writing, stressing the importance of the public nature of writing in order to

share drafts and receive feedback. He maintains that writing for the public allows

students to view writing as a social activity. Lowe and Williams had their students use

blogs for personal reflections, drafts, reading responses, and other writing assignments.

Like Lowe and Williams, Barrios, Love, and Olson, (as cited in Jones, 2006) also

used blogs for writing assignments, such as group discussions, research, thematic

writing, diaries, reflections, reading responses, and more. They strongly believed that

blogging fully enhances their instructional goals of getting students to write and

participate in blog projects, either individual or collaborative.

Likewise, Nelson and Fernheimer, as cited in Jones (2006), indicated that blogs

are an effective tool for collaborative writing projects for small groups. They pointed out

that because blogs consist of brief, frequent posts, they can be very useful in helping

students work through the writing process. They also indicated that a writing group blog

is useful for students to share individual work because it facilitates revisions that can be

negotiated between writer and readers. Instructors can see the writing projects evolve

and follow along as the writer makes changes based on collective feedback from readers.

Blogs inspire self-reflection because students can post their observations, and thereby

provide a source of evidence for students’ self-assessments. Lastly, they maintained that

blogs help students develop a sense of audience.

Meanwhile, Vygotsky, as cited in Fageeh, 2011, advanced the Socio-cultural

Theory (SCT), “which emphasizes that learning is embedded within social events and

occurs as a child interacts with people, objects, and events in the environment.”
13

Furthermore, Lantolf (2000) had this to say on SCT:

Practically speaking, developmental processes take place through participation

in cultural, linguistic, and historically formed settings such as family life and

peer group interaction, and in institutional contexts like schooling, organized

sports activities, and work places, to name only a few. SCT argues that while

human neurobiology is a necessary condition for higher order thinking, the most

important forms of human cognitive activity develop through interaction within

these social and material environments.

This interaction with classmates and the outside world allow the student to have

a real-world view when completing writing assignments and leads to an awareness of

audience. Participants work in group settings and co-create social weblog posts. Co-

creating weblog posts incorporates parts of the Collaborative Learning Theory (Reimer,

2013).

However, CMC may also be seen as an environment promoting the

Constructivist approach (McMahon, 1997). Social constructivism has been developed

from the theories of Bakhtin (1981), Bruner (1966) and Vygotsky (1978). This theory

stresses that knowledge is fluid, not fixed, and learners build their knowledge by

engaging in collaborative activities with other students, instructors and learning

environment. Its goal is to create learning communities that are akin to the collaborative

practice of the real world.

According to constructivist approach and constructivist learning principles,

online learning and teaching of languages could also be promising at promoting

learners’ language and communicative skills as well as at fostering their autonomy.


14

Learners would have more opportunity for self-study as well as collaboration. In

asynchronous learning environments, for instance, learners could contribute by having

time for research and acquire the necessary skills for further knowledge construction.

The acquisition of these social and interactive skills would contribute into their

development into more confident, pro-active, responsible and social individuals (Tuncer,

2009).

The activity of blogging to be in concert with the constructivist learning

approach as research has revealed that learning is best achieved when students are

actively engaged in the process of constructing new knowledge through acquiring,

generating, analyzing, manipulating, and structuring novel information (Alavi, as cited

in Salen, 2007).

The foregoing constructs provided the theoretical underpinnings of this study,

the rationale of which is to address the difficulty and poor motivation that the students

have in writing, which is an integral part of their academic and future professional lives.

Research shows that with technology used as a motivating tool in the classroom,

students produce better compositions. One way to incorporate technology into an ESL

classroom is through the use of weblogs. Weblogs are “an online journal that an

individual can continuously update with his or her own words, ideas, and thoughts

through software that enables one to easily do so” (Campbell, as cited in Reimer, 2013).

These postings by students are published for public or private viewing as soon as

they are completed. Weblogs are “interactive, in the sense that readers can respond to

any given entry with a comment and even threaded discussions can take place depending

on the software chosen” (Campbell, 2003).


15

Moreover, weblog posts are also “serial entries with date and time stamps”

(Montero-Fleta & Pérez-Sabater, 2010), so reading through posts is done in a

chronological sequence with the most recent post on top. According to Campbell (2013),

the three different types of weblogs that can be used in the classroom are the tutor

weblog, the learner weblog, and the class weblog. For the purpose of this study, the class

weblog was used. This type of blog is the result of the collaborative effort of an entire

class.

Richardson, as cited in Asatryan (2014), stated that the weblog has become a

commonly used technological tool by many teachers who share his beliefs about making

the learning and teaching process more fun, engaging and productive. One of the

distinctive features that makes blogging useful for educational purposes is its feature of

connecting users together. Being connected and working together in blog fosters

students' collaborative skills. Students can learn from their peers share their ideas,

thoughts, opinions, comment on each other's blog and give each other feedback.

According to Zuwati (2009) and Krish (2011), the weblog increases confidence,

hence making learning more effective. It stimulates the participation of less active

students. Students are more comfortable to express themselves using blogs in class,

because making mistakes in a blog is acceptable, thus reducing the anxiety of making

mistakes (Zuwati, 2009; Krish 2011).

The blog is claimed to be a great motivational tool in education. It can be

instrumental in decreasing students' anxiety at making mistakes, hence, increasing

students' motivation to be engaged learners (Smith, 2009).


16

That motivation as a key feature in language learning can be fostered by the blog

was confirmed in a study cited by Asatryan (2014), in which the effectiveness of two

tools -- blog and paper-pen – was compared. The study findings revealed that the

students were more creative and more motivated to write and learn by means of

blogging than by the traditional writing method.

In summary, the schematic diagram of the conceptual framework (Figure 1)

shows that the weblog and paper and pen, as writing tools, operate as the independent

variables in the study. They are seen to affect or influence the learners’ writing

performance, which serves as the dependent variable, since the written outputs of the

students are believed to depend largely on the type of writing tool to be used.
17

WEBLO

STUDENTS’
WRITING
PERFORMANCE
PAPER
& PEN
18

Figure 1. Schematic Diagram of the Conceptual Framework

Statement of the Problem

The main purpose of this study was to determine the effect of weblog and paper

and pen on the writing performance of the students, specifically the Bachelor of Arts in

Communication (AB Com.) freshmen studying at Palompon Institute of Technology

(PIT).

Specifically, this study sought the answers to the following questions:

1. What is the initial writing performance of the students assigned to the:

1.1 weblog group

1.2 paper-and-pen group

2. Is there a significant difference in the initial writing performance of the

students in both groups?

3. What is the post writing performance of the students using:

3.1 weblog

3.2 paper and pen

4. Is there a significant difference between the initial and post writing

performance of the students using weblogs?


19

5. Is there a significant difference between the initial and post writing

performance of the students using paper and pen?

6. Is there a significant difference between the writing performance of the

students using weblogs and those using paper and pen?

Hypotheses

The following hypotheses were tested:

1. There is no significant difference in the initial writing performance of the

students in the weblog group and those in the paper-and-pen group.

2. There is a significant difference between the initial and post writing

performance of the students using weblogs.

3. There is a significant difference between the initial and post writing

performance of the students using paper and pen.

4. There is a significant difference between the writing performance of the

students using weblogs and those using paper and pen.

Significance of the Study

The findings of this study will, one way or another, provide deeper and more

valuable insights on how teaching can be made easier and more meaningful to the

following:

Students. The results of this study may aid students in improving their writing

skills in preparation for their future careers and participation in the global arena.

Educators/Teachers. The result may provide the teachers another strategy that

can be used in achieving proficiency in learning the English language, specifically in the
20

written domain. This may also aid them to improve their relationship with their students

to enhance learning.

Administrators. This study may help them realize that creating outcomes-based

programs for language learning is an integral part of any learning process that would

create positive student-teacher relations. Aside from this, this attempt is in consonance

with the College’s objective to offer programs reflective of and responsive to

contemporary needs, making use of innovative interdisciplinary approaches that

integrate the latest research findings.

Supervisors. They may be able to find means to offer both teachers and students

a strong support mechanism to empower them to make good use of interactive writing

tools. They may also find the necessity to organize seminars or training programs for

the teachers in order to equip them with the necessary competencies to produce better

communicators or writers.

Curriculum Planners. This may lead them to the accomplishment and

development of methodology suitable to the needs of their clientele.

Future Researchers. This study may serve as a take-off point that will lead

them to the path of discovering related challenges rooted in the findings of this research

and the possible solutions to remedy those difficulties, especially in language learning.

Scope and Delimitation

This study focused on the effect of weblogs in L2 writing as a tool to improve

the writing performance of the AB Com. freshmen of the Palompon Institute of

Technology who were enrolled in English 2 (Communication Skills II) in S.Y. 2015-
21

2016. The study covered only one lesson in the course, which was on writing a process

analysis essay.

Definition of Terms

The following terms are used in the context of this study:

Effect. This refers to the outcome of the learner’s writing performance as a result

of the writing tool used.

Initial Writing Performance. It is the written performance of the learners

before using the type of writing tool given as indicated by the ESL Composition Profile

average score.

Paper and Pen. This refers to the traditional L2 writing tool used by the

students in the classroom during a writing class, which is literally the paper and pen.

Post Writing Performance. This refers to the written performance of the

learners after using the type of writing tool given as indicated by the ESL Composition

Profile average score.

Process Analysis Essay or Description of a Process. It is the type of essay

written by the learners on how something works, how something happened, or how

something was done.

Weblog. This refers to the new L2 writing tool used by the students which is

literally in the form of online (on the Web) journals or diaries (logs) which can have

audio and visual media embedded, and often include hyperlinks to other websites.

Writing Performance. It refers to the writing competence of the learners as

measured by their scores in the pre and posttests.


22

Writing Tool. It is the L2 learning tool used by the teacher or peers on the

students’ written work for the purpose of improving their future writing performances.

In the study, it refers to the weblog and paper and pen.

Written Output. This refers to the students’ written work before and after using

a writing tool.

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter consists of a review of the 1) conceptual literature and 2) research

literature that were found to be relevant to the present study.

Conceptual Literature

The following review focuses on the weblog and its types, as well as on the use

of weblogs for L2 learning and writing.

The weblog. The World Wide Web and the idea of a blog appeared at the same

time. Tim Berners-Lee, often described as the Web’s inventor, created the first “blog” in

1992 to outline and render visible the ongoing development of the Web and the software

necessary to navigate this new space (Dennis, 2015).

In December 1997, Jorn Barger, an early online presence, coined the term web

log to describe his Web site RobotWisdom.com. In early 1999, another individual with

considerable online experience, Peter Merholz, began to employ the term blog on his

site Peterme.com. While the history of the term is pretty well settled, the same cannot be
23

said of the identity of the first blogger. Depending on the definition of a blog, Berners-

Lee may not qualify as the first blogger (Dennis, 2015).

Even though weblogs have been in existence since the very beginning of the

World Wide Web itself (Winer, 2002 as cited in Campbell, 2013), free, commercially

available ‘blogging software’ seems to have made its first appearance in July of 1999

(Blood, 2000). Because of the relative quickness and ease of publishing this type of

software affords, the number of users has grown tremendously since then, and now

blogs are used for personal, educational, journalistic, and commercial purposes.

Types of weblogs. According to Campbell (2003), there are three types of

weblogs for use in ESL classrooms, namely: (1) The Tutor Blog; (2) The Learner Blog;

and (3) The Class Blog.

The Tutor Blog is a weblog that is run by the tutor for the learners. It serves the

following purposes: (1) It gives daily reading practice to the learners; (2) It promotes

exploration of English websites; (3) It encourages online verbal exchange by use of

comment buttons; (4) It provides class or syllabus information; and (5) It serves as a

resource of links for self-study.

On the other hand, the Learner Blog is either run by individual learners

themselves or by small collaborative groups of learners. In ESL, learner blogs may be

best suited for reading and writing classes. A common reading assignment can be

followed by blog postings on the thoughts of each learner or group of learners.

Furthermore, the act of constructing the blog may encourage the use of search engines

and net surfing in English to find the appropriate sites to which links can be made. This

will empower the learner to direct the reader to sites of choice for further reading.
24

Individually, blogs can be used as journals for writing practice, or as free-form

templates for personal expression. The idea here is that students can get writing practice,

develop a sense of ownership, and get experience with the practical, legal, and ethical

issues of creating a hypertext document. In addition, whatever they write can instantly

be read by anyone else and, due to the comment features of the software, further

exchange of ideas is promoted. Tutors can even run a mega-blog of select topics of

interest gleaned from student blogs so that the broader issues are brought into focus on a

single website.

The third type of blog, the Class Blog, is the result of the collaborative effort of

an entire class. The following are some possible uses: (1) In conversation-based classes

it could be used like a free-form bulletin board for learners to post messages, images,

and links related to classroom discussion topics. It could also be a space for them to post

thoughts on a common theme assigned for homework; (2) With intermediate and

advanced learners, class blogs might also be useful for facilitating project-based

language learning, where learners can be given the opportunity to develop research and

writing skills by being asked to create an online resource for others; (3) Class blogs

could also be used as a virtual space for an international classroom language exchange.

In this scenario, learners from different countries would have joint access and publishing

rights to the blog. The entire exchange would then be transparent to all readers and could

be followed and commented on by other learners, tutors, parents and friends; and (4) For

reading and writing classes, it might also involve the use of knowledge management

software that allows for a great deal of threaded discussion behind the scenes. Much like

a publishing group, individual learners can be given varying amounts of responsibility to


25

publish material arising from postings on the discussion list. The results of this effort are

what is seen on a website by the public at large.

Using weblogs for L2 learning and writing. Based on the proposed

possibilities for classroom application, one might expect blogs to offer many reading

and writing incentives for L2 learning and writing because blogging places emphasis on

content, the possibility of speedy feedback, the option of working with both words and

images, and the ability to link one post to another (Jones, 2006).

Scholars who use blogs also say that because students know they are going to

have an audience by publishing their writing on the Web, they often produce higher

quality work than students who write only for the teacher or for others in the class.

Several scholars have reported on how they use blogs to support their classroom

instruction and have found that blogs offer many reading and writing incentives (Barrios

et al., as cited in Jones, 2006).

Furthermore, Jones (2006) stressed that these scholars have maintained that

blogging promotes classroom discussion and encourages further engagement in ideas

and classroom content, integrates reading and writing skills, provides an environment

for continuous postings that create an ongoing document of the learning process and a

resource for others, assists the learning process: the technology does not dominate it,

encourages students to write more, and to “publish” with confidence.

Campbell and Johnson, as cited in Jones (2006), asserted that their L2 learners’

blogs have great potential to enhance their second language and literacy skills. Barclay

Barrios (2003) reported that his students gained a sense of belonging and ownership by

becoming a member of a Web community. These students also envisioned themselves as


26

published authors, as whatever they wrote was instantly read and commented on by a

wide range of people, which naturally promoted the exchange of further thinking and

writing.

Maciuba-Koppel (2002) pointed out in her book that online writing demands a

new approach compared to traditional print medium. The Internet is a global library of

niches. You have to be fast on your feet, focus your efforts, and nurture your writing

niches. Technology and content needs change quickly, and you need to keep up with the

changes. Yet these changes, with their accompanying growing pains, will eventually

bring more opportunities for online writers. You’ll enjoy freedom, challenges, and

growth opportunities, and the ride of your writing life.

Research Literature

Numerous research studies have been conducted on the a) positive

effects of weblogs and b) effectiveness of weblogs in comparison to the conventional

paper and pen writing.

Positive effects of weblogs. These studies show the positive effects of weblogs

in writing, which the study attempted to establish.

Wan Najmiyyah Wan Md Adnan and Aileen Farida Mohd Adam (2013) of

Malaysia found that blogging in ESL classroom managed to increase students’

motivation and improve their English proficiency. Their study explored the writer

characteristics of reflective writing in personal blogging context, focusing on the

planning stage of the writing process. The characteristics provided evidence that

personal blogs contribute to language learning, either in formal or informal setting.


27

Similarly, Said et al. (2013) presented the results of a research project which was

undertaken to investigate a group of 33 students in Universiti Kebangsaan Malaysia.

Data were collected via online questionnaire survey related to their perception and

perspective on the implementation of blogging activities to teaching writing skills.

Results suggested that the participants have positive perceptions and attitude in using

blog to improve writing skills and they perceived that blogging was an effective tool to

teach writing in English that helped them improve their writing and kept them

motivated.

Likewise, Deocampo (2013) studied how guided blogging tasks helped learners

not only write for a purpose but also reflect upon available information for a greater

understanding and a clearer expression of their experiences, views and interpretations, it

was found that through blogging, students learned to create or recreate ideas, concepts

and constructs and not simply consume them. It also allowed them to evaluate their own

posts and that of their peers and, consequently, to develop needed linguistic skills.

One hundred forty freshmen Mindanao State University-Iligan Institute of

Technology students who did not have prior blogging experience and who were enrolled

in an English 2 (Writing in the Discipline) class in two different semesters were the

participants and respondents of the study which showed that, while this asynchronous

activity can be both motivating, it can be challenging for learners who have limited

internet access. Further scrutiny revealed problems, issues and concerns involved in the

use of technology in the learners’ context. These, however, did not outweigh the

benefits of learning to blog (Deocampo, 2013).


28

In a related vein, Cequena and Salle (2013) attempted to determine the effects of

blogging (weblogs) on the forty-one freshmen’s ‟writing performance based on the

results obtained from pre-test (entry essays) and posttest (exit essays) mean scores,

interviews and reflections. Three classes or a total of 66 freshman college students from

De La Salle University Manila in the Philippines, majoring in Communication Arts and

Accountancy participated in the study that ran for more than three months in the first

trimester of AY 2012-2013. These classes were introduced to blogging as they wrote

their three essays on a computer in English classrooms with free access to the Net via

school Wi-Fi. Prior to and after the treatment period, they were made to write entry and

exit essays based only on one topic of their choice for an hour. However, upon

completion of the study, only 41 students were able to accomplish all the instruments

needed.

The Cequena and Salle (2013) findings revealed that students ‟writing skills

improved based on the results of paired samples dependent t-test of their entry and exit

essays” mean scores at p<0.05 level of significance. Furthermore, three independent

raters unanimously agreed that students improved on content and organization. These

findings matched students ‟perception that blogging helped them improve their writing

skills because of their peers” constructive feedback.

Another positive feature was revealed in the research conducted by Ahluwalia et

al. (2011) to give a pedagogical perspective of blogging in English language teaching

and learning. The findings were based on the feedback received from 42 students of an

undergraduate class of an engineering college in India. The feedback has been recorded

from an attitudinal survey of the students regarding their experiences with structured
29

blogging assignments. The survey demonstrated that the students responded positively

to the blogging activities. All of them recalled their experience of blogging as a positive

one.

In a study conducted by Amir, Ismail, and Hussin (2011), 80 students were

participants in an investigation on how weblogs could be used in the classroom to

maximize students’ collaborative writing. The participants of this study were ELLs, who

for the purpose of this study, were asked to post six weblog posts during their 14-week

semester. Participants were given a topic for each post that was to be written for the

study. The researchers found that throughout the study, “blog writing did enhance the

students’ writing skills because they realized their grammatical mistakes through the

comments given…which acted as a reminder for them not repeat the same grammatical

mistakes in all the postings to come.”

Correspondingly, the study of Xie et al. (2008) used an empirical design to

investigate the interaction effects of peer feedback and blogging on college students'

reflective thinking skills and their learning approaches. Forty-four first- and second-year

undergraduate students participated in the study. Students kept blogs each week

throughout a whole semester. Two journals were sampled at the beginning and end of

the semester for each student. A repeated measure one-way ANOVA suggested that

students' reflective thinking level increased significantly over time; however, peer

feedback was found to negatively affect students' reflective thinking skills. The result of

the study suggests more carefully designed uses in the future.

Another study examined the use of a blog in an intermediate level Spanish class

and its effect upon students by Armstrong et al. (2008). While students were, at first,
30

surprised to learn that they were expected to "hyperwrite," the overall experience proved

to be a positive one for students leading the authors to conclude that this generation of

computer literate students found blogging an appealing way to communicate in a foreign

language.

In the same manner, Blackstone et al. (1995) reported on an innovative approach

to the implementation of a cycle of blogging activities within different levels of courses

in an English for academic purposes/composition program in an English medium

university in Japan. Blogs, which are interactive homepages that are easy to set up and

manage, enable students to engage in online exchanges, thereby expanding their

language study and learning community beyond the physical classroom. Regular

blogging also encourages more autonomous learning. When a student’s audience

includes his or her classmates, the teacher and potentially anyone with an internet

connection, motivation to engage in meaningful written communication appears to

increase.

At the same time, when a teacher utilizing blogs implements a “blogging buddy”

system, which assigns each student a peer review partner to help with editing before a

piece of writing (the blog post) is uploaded, the result can be an effective means of

facilitating greater learner interaction and reflection on skills development. Findings

from an attitudinal survey conducted over two semesters with eleven classes of 145

students demonstrate that they had extremely positive attitudes toward both blogging

and the blogging buddy system.


31

Weblog vs. paper and pen. The following studies have a direct bearing on the

present study in terms of purpose – to investigate the effectiveness of the weblog in

comparison to the conventional mode of writing, or the paper and pen.

Asatryan (2014) explored the expressiveness in two types of writing modes, the

pen- paper and the blog entries, and also looked into the students’ attitude towards

implementing these tools. Through a mixed method approach, eleven participants of the

age range 15-16 were chosen from one of the groups in the Experimental English

Courses at the American University of Armenia. Data collection was from the students’

reflective writings and two interviews. The reflective writings were analyzed

quantitatively through Excel program to find the percentages and create the visuals. The

qualitative data from both semi-structured interviews was analyzed descriptively. The

study concludes that blog helped students express themselves more freely than in writing

in terms of the three criteria of expression chosen for the study.

Lin et al. (2014) of Taiwan also investigated the effects of blogging as an

approach to journal writing in the EFL writing classroom by means of a 16-week

comparative experiment involving two groups of EFL college students. The

experimental group (EG) was required to blog daily while the control group (CG) was

asked to do so using traditional pen-and-paper methods. The writing performance and

general attitudes to and perceptions of journal writing in both groups were evaluated

through a writing test and a semi-structured survey.

The research results showed that blogging a journal helped the students to

achieve a greater improvement in their writing than did the regular pen-and-paper

treatment. Additionally, although both groups developed similar learning attitudes in


32

general, the EG experienced significantly less anxiety in writing than did the CG. This

suggests that the blogging approach is an effective approach for students in developing

both writing skills and learning attitudes.

With the ubiquity of social networks in mind, Manzanilla (2013) conducted a

study seeking to find out student needs and motivations in writing, with weblogs used as

learning journals in a virtual teaching and learning environment. The two independent

group design experimental method of research was employed in this paper. A

standardized writing test from the Purdue University’s Online Writing Lab (OWL) and

TOEFL Writing Test were used in gathering the data that were treated with statistical

tools such as weighted mean, frequency count, standard deviation and t-test.

Results revealed that the respondents from the experimental group and the

controlled group can comprehend meaningful input but their knowledge of the rules

governing sentence construction and the actual writing of the material (application) are

the root causes of their difficulty in writing. The experimental group has been found to

have improved their writing ability specifically in the knowledge and application

dimensions, indicating that weblogs have generally made the huge difference in

performance. Hence, it was recommended that weblogs be used in writing subjects to

motivate the students to discover the joy of writing (Manzanilla, 2013).

Similarly, Ellison and Wu (2008) conducted an exploratory study using

quantitative and qualitative data to explore (1) whether educational blogging is

associated with gains in student comprehension, (2) the relationship between writing

medium (online or hard copy) and student time on task, and (3) student perceptions of

blogging in the classroom. College students (n=52) completed a series of writing


33

assignments, submitted either as traditional, hard copy papers or as blog entries

(submitted online and reviewed by peers), and then completed a survey instrument

probing comprehension of material and perceptions.

Analysis revealed no significant differences in comprehension between blog and

paper assignments, although students reported spending less time writing in the blogging

condition. Qualitative data revealed a need for more guidance regarding the process of

reviewing and critiquing the work of peers. Although specific comprehension gains as

measured by exam items was not associated with the blogging medium, student

comments suggest that blogging was associated with other specific instructional gains,

such as exposure to more diverse viewpoints and increased commitment to writing and

thinking.

Further, a quasi-experimental study by Qi-yuan (2013) was conducted in a

Chinese university to compare the effects between traditional in-class process-oriented

writing instruction and blog integrated writing instruction. Result of the experiment

shows that blog integrated writing instruction resulted in better writing performances.

Therefore, the claim that blogs may promote more effective writing instruction is

substantiated.

Although the studies of Asatryan, Lin, et. al., Manzanilla and Ellison-Wu used

different writing tests, scoring profile and added qualitative data, they are also related to

this study since they also used quantitative comparative data exploring the

expressiveness in two types of writing: paper and pen and weblog.

Also, the study of Kashani, Mahmud and Kalajahi (2013) are related to the

present one since it tackled a quantitative true experimental design aimed at comparing
34

the students’ writing performance scores by using pen-and-paper essay writing and

blogging. It also used the same scoring profile with the present study. The result of the

study among Iranian graduate students of University Putra Malaysia (UPM) showed that

the tools by themselves could not effect on the quality of writing essays and

improvement in the students’ writing performance. However, using technology and in

this study, Internet can motivate the EFL learners to write more eagerly since they may

like innovation in learning in contrast with traditional old methods of learning writing

and practicing it. Yet it does not necessarily improve their writing performance only

because of using computer and Internet. The Iranian graduate students of UPM found

blog as a more interesting and motivating tool for writing, but it was not as easy using as

pen-and-paper for them with which everyone is familiar.

Like the present study, all the studies reviewed, cited/compared the effect of

paper and pen and weblog writing tools on the writing performance of the students and

came up with the same findings. The results revealed that the use of weblogs improved

the subjects’ writing performance than did paper and pen. Moreover, in the studies

reviewed, as in the present study, the purpose was to improve the students’ writing.
35

Chapter 3

RESEARCH METHODOLOGY

This chapter describes the research methodology used in this study. Information

is presented in separate sections on research design, research environment, research

subjects, instruments, data gathering procedure and statistical treatment of the data.

Research Design

The pretest-posttest control group design was used in this study to determine

whether there was a significant difference in the writing performance of the students

using weblog and those using paper and pen.

The design is presented as follows:

R O1 X1 O2

R O3 O4

Figure 2. The Pretest-Posttest Control Group Design


36

The figure shows two groups of samples, which can be identified horizontally

from left to right. The symbol R means the students were randomly assigned to two

groups; O1 and O2 refer to the initial and post writing tests of the experimental group; X 1

means the treatment (weblog) was given to the experimental group; O 3 and O4 stand for

the initial and post writing tests of the control group.

The vertical arrangement of O1 and O3 shows that the pretest was given to the

two groups. Similarly, the vertical arrangement of O 2 and O4 shows that the posttest was

given to the two groups.

Research Environment

For the control group, the study was conducted at the AB Com. Classroom (Rm.

219) of the College of Arts and Sciences (CAS) Building, while for the experimental

group, it was conducted at the Cyber Library of Palompon Institute of Technology,

Evangelista Street, Palompon, Leyte. The Cyber Library had enough computers for the

use of all the concerned participants in the study.

Research Subjects

As originally proposed, the subjects of the study were the thirty-seven (37) AB

Com. freshmen of the Palompon Institute of Technology (PIT) who were enrolled in

Communication Skills II in the second semester of SY 2015-2016. However, four (4) of

them dropped out before the posttest due to financial and family challenges, thus the

number of those who actually participated in the study was narrowed down to 33.

The students were assigned to either of two groups – the control group and

experimental group. To ensure that each student would have an equal chance of being
37

placed in either group, a random sampling technique was used. Firstly, they were

ranked from top to bottom according to their final grades in English 1, to make certain

that the participants in both groups had approximately the same writing ability level at

the start of the study. They were then assigned corresponding numbers. Those whose

numbers were even composed the control (paper and pen) group while those whose

numbers were odd made up the experimental (weblog) group. There were 16

participants in the control group, and 17 in the experimental group. The names of the

participants in each group, along with their corresponding numbers, were written in a

master list prepared by the researcher for reference purposes.

Research Instrument

To gather the data for the study, a writing test was used both as a pretest and

posttest. The test was based on an essay developed by process description entitled,

“How to Study for Exams and Get Straight ‘As’” by Philip Z. A. Nazareno. The essay

was lifted from Manila Daily Bulletin (Appendix A), which the students were made to

read and then rewrite or reconstruct in their own words.

The ESL (English as Second Language) Composition Profile developed by

Jacobs (1981) et al. (Appendix B) was used to rate the students’ written compositions. It

is a set of criteria for rating content, organization, vocabulary, language use and

mechanics on students’ compositions. It was utilized in this study because it

encompasses all the aspects that need to be measured in a composition.

Jacobs et al. described the Profile as follows:

The Profile form contains five component scales, each focusing on an important

aspect of composition and weighted according to its approximate importance for


38

written communication: content (30 points), organization (20 points), vocabulary

(20 points), language use (25 points), and mechanics (5 points). The total weight

for each component is further broken down into numerical ranges that

correspond to four mastery levels: excellent to very good, good to average, fair

to poor, and very poor. These levels are characterized and differentiated by key

words or "rubrics" representing specific criteria for excellence in composition.

Unlike some holistic evaluations in which readers base their judgments on a

single first impression of the quality of a composition, readers using the Profile

in effect do five holistic evaluations of the same composition, each from a

slightly different perspective on the whole. This is an important difference since

readers sometimes tend to value only one aspect of a composition when using a

purely impressionistic approach, yet it is only through a writer's successful

production, integration, and synchronization of all these component parts of a

composition that an effective whole is created.

Data Gathering Procedure

The procedure was carried out in three (3) stages, namely: 1)

conducting and scoring the pretest; 2) developing the writing ability and administering

the treatment to the experimental group; and 3) conducting and scoring the

posttest.

Conducting and scoring the pretest. The pretest was conducted to the students

together as one group, although they had previously been equally divided into two. A

coding system developed by the researcher was used to determine which group they

belonged to. The students were given copies of the essay by Nazareno. They were
39

instructed to 1) read the essay silently for ten (10) minutes and 2) reconstruct it in their

own words for 30 minutes, without turning back to the original text when they started

writing. To ensure that the students followed the instructions, the copies of the text were

retrieved 10 minutes after they had read it. Then, after the given time, the researcher

collected the students’ written outputs. She made sure that instead of their names, the

students wrote only their assigned numbers on the upper left part of their paper in order

to avoid subjectivity in the scoring of their answers.

To ensure the reliability of the test scores, three English instructors who are

teaching writing in the PIT Language and Literature Department were asked to rate the

students’ outputs using Jacob’s criteria. Then, the researcher got the average score of

each student. The scores served as indicators of the students’ initial writing

performance.

Developing the writing ability and administering the treatment. After

administering the pretest and while it was being scored, the researcher lectured to the

students about how to write a process analysis essay a week before the two groups were

separated in order to get reliable results. After the one-week lecture, the control group

met at 9:30 to 10:30 in the morning during Mondays, Wednesdays and Fridays at Rm.

219 of the College of Arts and Sciences (CAS) building, while the experimental group

met at 4:00 to 5:00 in the afternoon at the PIT Cyber Library. For six (6) meetings, she

lectured to them about how to write a process analysis essay.

Based on the updated English 2 (Communication Skills 2) syllabus (Appendix

C), one of the lessons that was taken up was writing the process analysis essay. The
40

researcher taught the students how to write an essay that was developed by process

analysis or the how-to essay or article.

After the lecture, the two groups were made to write six process analysis essays

following the guidelines and standards set by the instructor. The essays were written

one after the other.

After a lecture and a process analysis writing activity, the students in the control

group wrote process analysis essays and submitted their papers personally inside the

classroom. Outputs were returned for the students to rewrite based on the feedbacks

given. Students were also able to interact with others through peer editing inside the

classroom.

The experimental group underwent three (3) stages during the blog-integrated

writing instruction: a) preparation; b) writing; and c) revision.

During the preparation stage, the students were provided a title or a video scene

as a basis for them to organize their thoughts on their own. By logging on to the

researcher’s blog entitled “The Writer’s Closet” using the weblog Internet address

http://rotheliamariaugsad.wix.com/writing-blog, they were able to study writing, do the

online paragraph writing exercises and link with other learning resources, such as the

online Merriam Webster Dictionary for the meanings of new or difficult words, and

Our Daily Bread for sample paragraphs or essays. The students were exposed to the

target language (English), which helped to broaden their horizon and enhance their

language sense. Besides, the students were also made to collect as many writing

materials as possible by logging onto linked websites. They also discussed the related
41

issues by online interaction, which easily stimulated each other’s imagination. Online

evaluation among themselves also helped form their writing plots.

After having chosen the sufficient amount of accumulated materials, the students

proceeded to the next stage, the writing stage. The researcher monitored the whole

writing stage and helped to correct any error/s committed by the students. After

receiving feedback, the students checked whether their writing made sense and whether

structural and grammatical mistakes existed. Since the students’ writings on blog were

sequenced chronologically, the researcher did not encounter much difficulty in

examining their writings and feedbacks, which facilitated the monitoring work.

In the last stage, the revision stage, the students’ writings approached perfection

gradually with the help of teacher-student interaction and student-student interaction.

Conducting and scoring the posttest. Lastly, the researcher gave the same

reading text she gave the students in the pretest. Again, they were told to read the text

silently for ten (10) minutes and to reconstruct the entire text in their own words for

thirty (30) minutes, without turning back to the original text when they started writing.

The three English instructors who rated the students’ initial writing performance were

the same ones who scored their post writing performance. The average scores served as

measures of the post writing performance of the students.

Statistical Treatment of Data

In scoring the written outputs of the students, the scoring from the ESL

Composition Profile of Jacobs et al. was used, where the highest possible score was 100

and the lowest possible score was 34. The total scores were interpreted as follows:
42

Total Score on Students’ Performance Qualitative/Descriptive

100 - 83.26 - Excellent to Very Good

83.25 - 66.51 - Good to Average

66.50 - 49.76 - Fair to Poor

49.75 - 33.01 - Very Poor

The mean was used to determine the students’ initial and post writing performance.

To test if there was a significant difference between the pretest and the posttest

scores of each group, the t-test for dependent correlated samples was used.

To determine if there was a significant difference in the writing performance of the

two groups, the t-test for independent samples was used.


43

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of the data

gathered in the study.

The Students’ Initial Writing Performance

The first problem asks about the initial writing performance of the students

assigned to the weblog and paper-and-pen groups.

Table 1 presents the pretest or initial mean scores of the students. The students

exposed to the weblog got a mean of 66.18 which is interpreted as “Fair to Poor,” while

the paper-and-pen group got a mean score of 67.31, interpreted as “Good to Average.”

Table 1
Initial Writing Performance of the Students
Pre-test Critical Computed
Group of Students Interpretation
Mean t-value t-value
44

Weblog Group 66.18 Fair to Poor


2.120 Significant
Paper- and-Pen Group 67.31 Good to Average

Difference in Initial Writing Performance

The second research question investigates whether there is a significant

difference in the initial writing performance of both groups.

Table 1 further shows that the difference between the means of the weblog and

paper-and-pen groups got a computed t-value of 0.69, which is lesser than the critical

value of 2.120. The result indicates that the slight discrepancy in their mean scores was

not significant and their initial level of performance was the same. This means that the

final results of the study would not be affected by the insignificant difference in the

initial writing competence of all the students. Therefore, the null hypothesis that there is

no difference in the initial writing performance of the students in both groups is

accepted.

Post Writing Performance of the Students

The third problem inquires about the post writing performance of the students

using the weblog on one hand, and those using paper and pen on the other.

Table 2 shows that in the weblog group, the highest score was 99 and the lowest

score was 61. In the paper-and-pen group, the highest score was 95 and the lowest score

was 52. Furthermore, Table 2 depicts that the weblog group got a posttest mean score of

83.61 which is interpreted as “Excellent to Very Good”. On the other hand, the paper-

and-pen group got a mean of 78.54 which means “Good to Average”.


45

Table 2
Post Writing Performance of the Students
Posttest
Group of Students
Mean Interpretation
Weblog Group 83.61 Excellent to Very Good
78.54
Paper-and Pen- Group Good to Average

The result shows a difference of 5.07, but this time it was the weblog group of

students which earned a higher mean. This implies that the students, after using the

weblog, enhanced their performance in writing compared to those using only the paper

and pen in writing. This is because in using the weblog, the students were able to study

writing through process analysis, do the online paragraph writing exercises and link with

other learning resources and websites. Moreover, they were able to interact with the

instructor and fellow classmates from time to time.

Difference between the Initial and Post Writing Performance of the Students Using
Weblog

The fourth question seeks to determine whether there is a significant difference

between the initial writing performance and the post writing performance of the students

using the weblog.

It can be seen from Table 3 that at 0.05 level of significance, the computed t-

value of the group using the weblog is 5.10, which is greater than the critical value of

2.120. This means that the difference between the initial and post writing performance

of the weblog group was significant, thus, the second hypothesis is accepted. This
46

implies that using the weblog as a writing tool contributed significantly to the

improvement of the students’ writing performance.

Table 3
t-test of the Initial and Post Writing Performance of Both Groups
Pretest Posttest Computed Critical Interpretation
Group of Students
Mean Mean t-value t-value
Weblog Group 66.18 83.61 5.10 2.120 Significant

Paper-and-Pen 67.31 78.54 6.08 2.120 Significant


Group

Difference between the Initial and Post Writing Performance of the Students Using
Paper and Pen

The fifth question asks if there is a significant difference between the initial and

post writing performance of the students using paper and pen.

As reflected in Table 3, the computed t-value of the paper-and-pen group is

greater than the critical value of 2.120. This implies that there was a significant

difference between the initial and post writing performance of the students in the said

group. Thus, the third research hypothesis is accepted. In other words, the performance

of the students using the conventional paper and pen in writing also improved

significantly. This implies that, like their peers in the weblog group, the students in the

paper-and-pen group greatly benefited from the instructors’ inputs and the learning

experience to which they were exposed in class in the development of their writing

ability.

Difference between the Writing Performance of the Students Using Weblog and
those Using Paper and Pen
47

The final research question investigates if there is a significant difference

between the writing performance of the students in both the weblog and paper and pen

groups.

To determine if there was a significant difference between the writing

performance of the students in the two groups, the t-test for independent samples was

used. The results are presented in Table 4.

Table 4
t-test of the Mean Gain Scores of Both Groups
Computed t- Critical
Group of Students Mean Gain Interpretation
value t-value
Weblog Group 17.43
2.40 2.120 Significant
Paper-and-Pen 11.23
Group

It can be gleaned from the table that the weblog group obtained a higher mean

gain score of 17.43 than the paper-and-pen group, whose mean gain score was only

11.23. The computed t-value is 2.40, which is greater than the critical value of 2.120.

Thus, the difference is significant, based on the t-test for independent samples, at 0.05

level of significance. These figures reveal that the students using the weblog performed

better in writing than those using the paper and pen. Thus, the fifth research hypothesis

is accepted, i.e. there is a significant difference between the writing performance of the

students using weblog and those using paper and pen.

The significant edge that the weblog group had over the paper-and-pen group

could be due to certain reasons. According to Maciuba-Koppel (2002), the internet is a

global library of niches. Online writers enjoy freedom, challenges, and growth
48

opportunities, and the ride of their writing life. Furthermore, Barrios (2003) reported that

his students gained a sense of belonging and ownership by becoming a member of the

Web community where students envisioned themselves as published authors who

naturally promoted the exchange of further thinking and writing.

From the foregoing discussion, it can be gleaned that both the weblog and paper

and pen are productive tools in teaching writing. However, the weblog is more effective

in helping students not just to improve their writing skills but also to make them enjoy

writing as an important activity in learning how to write.

The result of the study is similar to that of Lin (2014), Asatryan (2014), Lin et al.

(2014), Manzanilla (2013), Ellison-Wu (2008), Kashani, Mahmud and Kalajahi (2013)

since they also used quantitative comparative data exploring the expressiveness in two

types of writing: paper and pen and weblog. The results revealed that the use of weblogs

improved the students’ writing performance than did paper and pen.
49

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter comprises the summary, conclusions and recommendations. It also

presents the findings of the study that served as a basis in formulating the conclusions

and recommendations.

Summary

The main purpose of the study was to identify the effect of weblog and paper and

pen on the writing performance of students, specifically the Bachelor of Arts in

Communication (AB Com.) freshmen studying at the Palompon Institute of Technology

(PIT).

Specifically, this study answered the following questions:

1. What is the initial writing performance of the students assigned to the:

1.1 weblog group


50

1.2 paper-and-pen group

2. Is there a significant difference in the initial writing performance of the

students in both groups?

3. What is the post writing performance of the students using:

3.1 weblog

3.2 paper and pen

4. Is there a significant difference between the initial and post writing

performance of the students using weblogs?

5. Is there a significant difference between the initial and post writing

performance of the students using paper and pen?

6. Is there a significant difference between the writing performance of the

students using weblogs and those using paper and pen?

Based on the specific questions, four (4) hypotheses were formulated, as follows:

1. There is no significant difference in the initial writing performance of the

students using the weblog and those using paper and pen.

2. There is a significant difference between the initial and post writing

performance of students using weblogs.

3. There is a significant difference between the initial and post writing

performance of students using paper and pen.

4. There is a significant difference between the writing performance of the

students using weblogs and those using paper and pen.

This study employed the experimental research method, using the pretest-posttest

control group design to determine whether there is a significant difference in the writing
51

performance of thirty-three (33) AB Com. freshmen of the Palompon Institute of

Technology using paper and pen (control group of 16 students) and those using weblog

(experimental group of 17 students) with the use of a random sampling technique. This

study was undertaken during the second semester of SY 2015-2016.

To ensure the reliability of the initial writing and the post writing performance of

the students, three English writing instructors of the PIT Language and Literature

Department were made to evaluate the students’ written outputs using ESL (English as

Second Language) Composition Profile developed by Jacobs (1981) et al., where the

highest possible score was 100 and the lowest possible score was 34.

A writing test was used both as a pretest and posttest to gather the needed data.

The test was based on an essay developed by process analysis entitled, “How to Study

for Exams and Get Straight ‘As’,” which the students were made to read and then

rewrite in their own words.

Furthermore, to determine the students’ performance in the pretest and posttest,

the mean scores were computed. The t-test for dependent samples at 0.05 level of

significance was used to determine if there was a significant difference on the initial

writing performance and post writing performance of the weblog and paper-and-pen

groups.

Finally, to find out if the weblog was more effective than the paper and pen in

writing, the t-test for independent samples was used at 0.05 level of significance.

Findings

On the basis of the data gathered, the following findings were drawn:
52

1. The initial writing performance of those who belonged to the weblog group

was “fair to poor” while that of the paper-and-pen group was “good to

average.”

2. The difference between the initial writing performance of both groups was

not significant. Hence, with the students’ initial writing performance being

more or less on the same level, it can be said that the final results of the study

were not in any way affected by the advantage of one group over the other.

3. The mean score of the weblog group was higher than that of the paper-and-

pen group. This means that students using the weblog performed better than

those using the paper and pen.

4. A significant difference was found between the initial and post writing

performance of the students exposed to the weblog which means that the

students in this group benefited considerably from the use of the weblog in

writing. Thus, the second research hypothesis is accepted.

5. Similarly, there was a significant difference between the initial and post

writing performance of the students in the paper-and-pen group. It means

that, like their counterparts in the weblog group, the students in the paper-

and-pen group also improved their writing performance considerably.

Therefore, the third research hypothesis is accepted.

6. There was a significant difference between the writing performance of the

students using weblogs and those using paper and pen, hence, the fifth

research hypothesis is accepted. This means that the weblog is a more


53

effective tool than the paper and pen in the development of the students’

writing ability.

Conclusions

Based on the findings of this study, the following conclusions were drawn:

1. Students need a writing tool in whatever form to improve their writing

ability. The kind of tool given, whether in paper and pen or weblog, will

guide them as they enhance their writing performance.

2. Students perform better if they use the weblog as a writing tool instead of

paper and pen. This is because the former necessitates and encourages

interaction between the writer and the instructor as well as his/her peers, and

interaction, being a social activity, facilitates learning. In using the weblog,

the students do their online paragraph writing exercises and link with other

learning resources on the internet.

Recommendations

Based on the conclusions drawn, the researcher recommends that:

1. Instructors should use effective tools for motivation in the teaching of

writing for a positive outcome of the students’ work.

2. Instructors should use the weblog as a tool for teaching writing in their

classes and view the motivation and eagerness of the students in writing.

3. Instructors must encourage interaction in writing through weblogs since it

is through this process that students can correct each other’s work.
54

4. English writing instructors should try out using weblogs in students’

written work since several studies have proven that it is an effective

strategy in teaching writing.

5. The English 2 syllabus developers and curriculum makers can use this

study in order to design practical writing courses in which the students

receive feedback. They can use writing topics which are more interesting

for the students to write about.

6. Follow-up studies may be undertaken on the following:

a. The Effects of Weblogging on the Reflective Thinking Skills of

First Year College Students

b. Comparison of Paper and Pen and Weblogs in the Written

Composition of First Year College Students

c. Weblogs in English Language Teaching and Learning:

Pedagogical Uses and Responses of First Year College Students

d. First Year College Students’ Use of Weblogging for Developing

Writing Skills and Enhancing Attitudes towards English Learning

e. Perceptions of First Year College Students on Weblog

Effectiveness for Learning

f. The Impact of Weblogs on the Affective States and Academic

Writing of First Year College Students

g. Using Weblogs in the English 2 Language Classroom:

Encouraging Learner Independence


55

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Appendix A

LETTER OF PERMISSION TO THE DEAN


61

Appendix B

QUESTIONNAIRE
62

CURRICULUM VITAE

I. PERSONAL DATA

Name ROTHELIA MARIA G. UGSAD

Date of Birth February 4, 1969

Place of Birth Dumaguete City

Father Rogelio V. Gaudan, Sr. (deceased)

Mother Otilia B. Gaudan

Husband Stephen S. Ugsad

Children Steffienel
Stephen Rod

II. EDUCATIONAL BACKGROUND


63

Elementary Foundation University


Dumaguete City
Valedictorian
1981

Secondary Foundation University


Dumaguete City
1st Honorable Mention
Gerry Roxas Leadership Award
1985

College Silliman University


Dumaguete City
Bachelor of Mass Communication
Cum Laude
1989

Cebu State College of Science & Technology (now CTU),


Cebu City
Certificate of Professional Education (CPE)
2008

Graduate
Education CAR
Master of Educational Management
Palompon Institute of Technology
Palompon, Leyte
2011

Master of Arts in Teaching (English)


Palompon Institute of Technology
Palompon, Leyte
2016

III. ELIGIBILITIES

Civil Service (P.D. 907) 1989

Licensure Examination for Teachers (LET) 2008

IV. TEACHING EXPERIENCE

College English Instructor


Andres Bonifacio College
Dipolog City 1989-1990
64

College English Instructor


Foundation University
Dumaguete City 1991- 1992

Teacher - English, MAPE, Character Education


PromisedLand Educational Academy (PEA)
Palompon, Leyte 2007-2009

College Instructor of AB Com, English,


Speech & Stage Arts subjects
Palompon Institute of Technology (PIT)
Palompon, Leyte 2009-present

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