چکیده:
Employing an explanatory sequential design, this study investigated the effects of a blog-mediated writing course on L2 students’ writing motivation, self-efficacy, and self-regulation. A number of 46 Iranian EFL learners from 2 intact university classes were recruited as the participants and were randomly assigned into the control group (n = 21) and the experimental group (n = 25). Over a 16-week university semester, the control group was taught using traditional writing instruction, whereas the experimental group was taught using a blog-mediated writing course. Data were collected through administration of 3 scales, measuring L2 writing motivation, self-efficacy, and self-regulation. Also, to reveal a more comprehensive understanding of blog-mediated writing instruction, a set of semistructured interviews were conducted with a number of participants in the experimental group. ANCOVA analyses and thematic data coding were conducted for the quantitative and qualitative data analyses, respectively. Findings revealed that integrating blogs into EFL writing instruction helped the experiment group to have more writing motivation and writing self-regulation than the control group that only had received regular in-class instruction. However, the blog-mediated writing course decreased the writing self-efficacy of the EFL students. Findings offer theoretical and pedagogical implications for L2 writing instruction
خلاصه ماشینی:
As a result, to accomplish the objectives of the present study, the following research question was formulated: Does blog-mediated writing instruction enhance Iranian EFL learners’ motivation, self-efficacy, and self-regulation in L2 writing?
Because L2 writing is a cognitively demanding process that requires L2 learners’ awareness and use of control strategies in managing writing tasks, self-regulation, as a writing-specific psychological factor, plays a key role in managing, monitoring, and fueling learning efforts in L2 writing (Teng & Zhang, 2016).
0 in L2 contexts (Wang & Vásquez, 2012), examination of the use of blogs in L2 writing classrooms has gained growing research attention (Armstrong & Retterer, 2008; Arslan & Şahin-Kızıl, 2010; Bloch, 2007, 2008; Campbell, 2003, 2005; Chen, 2016; Dippold, 2009; Fellner & Apple, 2006; Lee, 2010; Lin, 2014; Sun, 2010).
The results of both quantitative and qualitative data revealed that blog-mediated peer-feedback was positively correlated with the students’ psychological factors, such as motivation, course satisfaction, cooperation, and self-confidence.
1. Quantitative Phase In order to examine the effects of the EFL blog-mediated writing course on the participants’ writing motivation, self-efficacy, and self-regulation, a set of one-way between-groups analysis of covariance (ANCOVA) was conducted to compare the effects of the two types of EFL writing instructions adopted in the control and experimental groups on the three writing psychological factors under investigation.
Third, it was found that the blog-mediated course improved the writing self-regulation of the experimental group participants.