FINAL CLEAN COPY CHAPTER 1 CURRICULUM VITAE For FINAL EDITING Bookbinding
FINAL CLEAN COPY CHAPTER 1 CURRICULUM VITAE For FINAL EDITING Bookbinding
Chapter 1
INTRODUCTION
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
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
learners more readily explore advanced lexical or syntactic expression in their written
work. Third, writing across the curriculum can be invaluable for mastering diverse
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.
clarify and deepen his understanding of a new concept and to find ways to relate it to
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other ideas within a discipline. It also makes an individual a potent thinker and an active
and organizing his personal experiences and innermost thoughts (Axelrod & Cooper, as
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
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
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
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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
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
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
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
especially for second language learners who have to think on WHAT and HOW to write.
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This is why educators have to implement ways that will help students avoid recurring
writing problems.
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
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
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
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-
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,
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
effectively” practice of using technology to support pedagogical goals (Zhao, 2003). The
research spotlight has been on implementing technology into classroom and curriculum
students and compatible with pedagogical goals (clear and specific learning objectives).
(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
Unfortunately, it has been analyzed and reported by Dr. Carlo Magno (2011)
and Technology (INNOTECH) and AUSAID Conference that the Philippines does not
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
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:
Information; (2) Use digital technologies (computers, PDAs, media players, GPS, etc.),
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
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
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
educators now are using technology that combines computers and telecommunication
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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:
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
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
Manzanilla (2013), the weblog is a new technology strategy in the teaching practice that
In the Encyclopedia Britannica (2015), blog, which is Web log or Weblog in full,
activities, thoughts, or beliefs. Some blogs operate mainly as news filters, collecting
various online sources and adding short comments and Internet links. Other blogs
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
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
Manzanilla (2013) has observed that college students are “tech savvy” nowadays.
Twitter and blog spots to express their unrestricted thoughts through blogging. Since
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,”
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-
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
environment for collaboration in which EFL learners can share their emotions and ideas
in cyberspace.”
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Reimer (2013) pointed out further that the CLT theory is similar to Vygotsky’s
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”
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
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
which blogs are built make the entire process of assessment efficient.
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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
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
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.”
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in cultural, linguistic, and historically formed settings such as family life and
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
This interaction with classmates and the outside world allow the student to have
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).
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
environment. Its goal is to create learning communities that are akin to the collaborative
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).
approach as research has revealed that learning is best achieved when students are
in Salen, 2007).
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
Moreover, weblog posts are also “serial entries with date and time stamps”
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
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
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.
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WEBLO
STUDENTS’
WRITING
PERFORMANCE
PAPER
& PEN
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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
(PIT).
3.1 weblog
Hypotheses
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
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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
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.
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.
Technology who were enrolled in English 2 (Communication Skills II) in S.Y. 2015-
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2016. The study covered only one lesson in the course, which was on writing a process
analysis essay.
Definition of Terms
Effect. This refers to the outcome of the learner’s writing performance as a result
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.
learners after using the type of writing tool given as indicated by the ESL Composition
written by the learners on how something works, how something happened, or how
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 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.
Written Output. This refers to the students’ written work before and after using
a writing tool.
Chapter 2
Conceptual Literature
The following review focuses on the weblog and its types, as well as on the use
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
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
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said of the identity of the first blogger. Depending on the definition of a blog, Berners-
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.
weblogs for use in ESL classrooms, namely: (1) The Tutor Blog; (2) The Learner 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
comment buttons; (4) It provides class or syllabus information; and (5) It serves as a
On the other hand, the Learner Blog is either run by individual learners
best suited for reading and writing classes. A common reading assignment can be
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.
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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
publish material arising from postings on the discussion list. The results of this effort are
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
Furthermore, Jones (2006) stressed that these scholars have maintained that
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,
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
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
Research Literature
Positive effects of weblogs. These studies show the positive effects of weblogs
Wan Najmiyyah Wan Md Adnan and Aileen Farida Mohd Adam (2013) of
motivation and improve their English proficiency. Their study explored the writer
planning stage of the writing process. The characteristics provided evidence that
Similarly, Said et al. (2013) presented the results of a research project which was
Data were collected via online questionnaire survey related to their perception and
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
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.
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
In a related vein, Cequena and Salle (2013) attempted to determine the effects of
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
Accountancy participated in the study that ran for more than three months in the first
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
raters unanimously agreed that students improved on content and organization. These
findings matched students ‟perception that blogging helped them improve their writing
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
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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.
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
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
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,
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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
language.
university in Japan. Blogs, which are interactive homepages that are easy to set up and
language study and learning community beyond the physical classroom. Regular
includes his or her classmates, the teacher and potentially anyone with an internet
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
from an attitudinal survey conducted over two semesters with eleven classes of 145
students demonstrate that they had extremely positive attitudes toward both blogging
Weblog vs. paper and pen. The following studies have a direct bearing on the
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
experimental group (EG) was required to blog daily while the control group (CG) was
general attitudes to and perceptions of journal writing in both groups were evaluated
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
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
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
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
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
(submitted online and reviewed by peers), and then completed a survey instrument
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.
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
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
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
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
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
R O1 X1 O2
R O3 O4
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 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
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
Evangelista Street, Palompon, Leyte. The Cyber Library had enough computers for the
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
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
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
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
The Profile form contains five component scales, each focusing on an important
(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
single first impression of the quality of a composition, readers using the Profile
readers sometimes tend to value only one aspect of a composition when using a
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 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.
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
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
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
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
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
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
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
examining their writings and feedbacks, which facilitated the monitoring work.
In the last stage, the revision stage, the students’ writings approached perfection
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
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
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.
Chapter 4
This chapter deals with the presentation, analysis, and interpretation of the data
The first problem asks about the initial writing performance of the students
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
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
accepted.
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-
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
Difference between the Initial and Post Writing Performance of the Students Using
Weblog
between the initial writing performance and the post writing performance of the students
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
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
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
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
between the writing performance of the students in both the weblog and paper and pen
groups.
performance of the students in the two groups, the t-test for independent samples was
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
The significant edge that the weblog group had over the paper-and-pen group
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
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
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
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
(PIT).
3.1 weblog
Based on the specific questions, four (4) hypotheses were formulated, as follows:
students using the weblog 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
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
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
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
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
5. Similarly, there was a significant difference between the initial and post
that, like their counterparts in the weblog group, the students in the paper-
students using weblogs and those using paper and pen, hence, the fifth
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:
ability. The kind of tool given, whether in paper and pen or weblog, will
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
the students do their online paragraph writing exercises and link with other
Recommendations
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.
is through this process that students can correct each other’s work.
54
5. The English 2 syllabus developers and curriculum makers can use this
receive feedback. They can use writing topics which are more interesting
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Appendix A
Appendix B
QUESTIONNAIRE
62
CURRICULUM VITAE
I. PERSONAL DATA
Children Steffienel
Stephen Rod
Graduate
Education CAR
Master of Educational Management
Palompon Institute of Technology
Palompon, Leyte
2011
III. ELIGIBILITIES