attitudes of thai efl learners toward the use of blogs pongthorn asawaniwed atipat boonmoh, ph.d

Attitudes of Thai EFL Learners toward the Use of Blogs

Pongthorn AsawaniwedAtipat Boonmoh, Ph.D.

OverviewIntroductionMethodologyData Presentation &

InterpretationRecommendationsReferencesQ&A

Asawaniwed&

Boonmoh

Introduction

The rationale of this study

Digital age

Digital native

Styles of learning

Time spent on the Internet

Change for difference Asawaniwed

&Boonmoh3

Introduction

Research question

1) What are students’ attitudes toward writing on blogs?

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Methodology

Participants

Level: First-year undergraduate students N=39

Fields of study: Electrical Engineering & Production Technology Education

Course: LNG 102 English Skills and Strategies

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Methodology

Main instrument

The students’ reflection of experience doing writing tasks/assignments on a web-based application.

N = 35

Supportive instruments

1.Four required assignments

2.Free posting entries

Asawaniwed&

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Methodology

Procedure

Stage 1

Stage 2

Creating and designing a blog on

.com

Planning

Asawaniwed&

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Methodology

Procedure

Stage 3:

Stage 4:

Explaining the instructions and encouraging students to write

Collecting data

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Methodology

Data analysis

1) Identifying keywords that reflect the students’ attitude or feedback about blogging.

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Methodology

Data analysis (cont.)

2) Categorizing the keywords into two main categories: Positive and Negative.

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Methodology

Data analysis (cont.)

3) Determining the factors, based on the keywords, that may indicate the students’ attitude toward the use of blogs.

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Data Presentation & Interpretation

Assignments (required entries) = 4

1)Your opinion about online-based writing compared to paper-based writing

2)Your thoughts about the performance of Jade Richards’ audition in the X Factor

3)Your interest(s) e.g., sports, music, technology and photography

4)Free topic that you would like to share

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Data Presentation & Interpretation

Assignment

Number of participants

Average word count

1 37 (95%) 92

2 38 (97%) 73

3 38 (97%) 143

4 31 (79%) 127

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Table 1: Statistics for minimum requirement (assignments)

Table 2: Extra posting analysis

Data Presentation & Interpretation

Input Entries

Written textThai 11 (18%)

English 13 (21%)

MediaVideos 29 (47%)

Pictures 9 (15%)

Total number of entries posted 62 (100%)

Average entries written/ posted per participant (N = 19)

3.26

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Data Presentation & Interpretation

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Boonmoh

7%93%

Attitudes toward blogging

Neg-ative

15

Data Presentation & Interpretation

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Boonmoh

Attitudes toward blogging Negative

Technical problems

Language and Computer literacy

Laziness

Boring

16

Data Presentation & Interpretation

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121620

19 1814

12

7 64 4 3

Attitudes toward blogging Pos-itive

Discussion & Recommendations

Asawaniwed&

Boonmoh

Planning

Introducing

**Training**

Practicing

Facilitating

Performing

18

References• Bakar, N. A., Latif, H., & Ya'acob, A. (2010). ESL Students

Feedback on the Use of Blogs for Language Learning. The Southeast Asian Journal of English Language Studies, 16(1), 120-141.

• Fageeh, A. I. (2011). EFL Learners’ Use of Blogging for Developing Writing Skills and Enhancing Attitudes towards English Learning: An Exploratory Study. Journal of Language and Literature, 2(1), 31-48.

• Huffaker, D. (2005). The Educated Blogger: Using Weblogs to Promote Literacy in the Classroom. AACE Journal, 13(2), 91-98.

• Montero-Fleta, B., & Pérez-Sabater, C. (2010). A Research on Blogging as a Platform to Enhance Language Skills. Procedia Social and Behavioral Sciences, 2, 773-777.

• Noytim, U. (2010). Weblogs Enhancing EFL Students’ English Language Learning. Procedia Social and Behavioral Sciences, 2, 1127-1132.

• Pinkman, K. (2005). Using Blogs in the Foreign Language Classroom: Encouraging Learner Independence. JALT CALL, 1(1), 12-24.

• Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 1-6.

• Top, E., Yukselturk, E., & Inan, A. F. (2010). Reconsidering Usage of Blogging in Preservice Teacher Education Courses. Internet and Higher Education, 13, 214-217.

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Thank youQ&A

Asawaniwed&

Boonmoh