Exploring the Effects of Blogging in EFL Writing Instruction on Writing Motivation

• Main Authors: Shima Mir, Seyed Milad Ghoreishi
• Format: Article
• Language: English
• Published: Lasting Impressions Press 2020-07-01
• Series: International Journal of English Language and Translation Studies
• Subjects: blogs; efl; writing motivation; writing instruction; iranian students
• Online Access: http://www.eltsjournal.org/archive/value8%20issue2/6-8-2-20.pdf

In order to further illuminate the effect of blogging in Second Language (L2) learning, the present research was set to explore the impact of blog-integrated writing instruction on L2 writing motivation of intermediate Iranian English as a Foreign Language (EFL) learners. In so doing, a total number of 44 EFL students from an Iranian private language institute were recruited as the participants of this study. These participants were randomly assigned to an experimental group (N = 22) and a control group (N = 22). The experimental group received blog-integrated writing instruction, while the control group received the traditional, face-to-face writing instruction. To collect the data, the L2 writing motivation scale was given to the participants of the two groups as pre-test and post-test. The results of ANCOVA revealed that the participants of the experimental group surpassed those of control group in L2 writing motivation, highlighting that the use of blogging approach in EFL writing instruction significantly contributed to enhancing the writing motivation of the participants. The findings may offer significant implications for of EFL writing pedagogy.