Second Language Writing Through Blogs: An Investigation of Learner Autonomy
Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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University of Sistan and Baluchestan
2019-10-01
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| Series: | Iranian Journal of Applied Language Studies |
| Subjects: | |
| Online Access: | https://ijals.usb.ac.ir/article_5448_57042f493365068b44a94b0abb2affe6.pdf |
| _version_ | 1797904062350360576 |
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| author | Behzad Nezakatgoo Jalil Fathi |
| author_facet | Behzad Nezakatgoo Jalil Fathi |
| author_sort | Behzad Nezakatgoo |
| collection | DOAJ |
| description | Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and experimental groups. Over a 16-week semester, the control group students (n=21) were taught based on regular in-class writing instruction and the students in the experimental group (n=25) made use of blogs in addition to the traditional in-class writing instruction. The data were collected through administering a learner autonomy instrument, consisting of metacognitive, cognitive, social, and affective components, and conducting semi-structured interviews. The results of both quantitative and qualitative data revealed that the blog-mediated writing instruction contributed to enhancing learner autonomy of the participants. More specifically, the students who experienced blog-mediated writing activities showed improvement in metacognitive and cognitive components of learner autonomy. The findings offer significant implications for EFL teachers. |
| first_indexed | 2024-04-10T09:42:56Z |
| format | Article |
| id | doaj.art-2c5cd3d015654cd3b2e835d51fef3fb0 |
| institution | Directory Open Access Journal |
| issn | 2008-5494 2322-3650 |
| language | English |
| last_indexed | 2024-04-10T09:42:56Z |
| publishDate | 2019-10-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | Iranian Journal of Applied Language Studies |
| spelling | doaj.art-2c5cd3d015654cd3b2e835d51fef3fb02023-02-17T06:15:53ZengUniversity of Sistan and BaluchestanIranian Journal of Applied Language Studies2008-54942322-36502019-10-0111216519010.22111/ijals.2019.54485448Second Language Writing Through Blogs: An Investigation of Learner AutonomyBehzad Nezakatgoo0Jalil Fathi1Allameh Tabatab’i University, Tehran, IranUniversity of Kurdistan, Sanandaj, IranEmploying an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and experimental groups. Over a 16-week semester, the control group students (n=21) were taught based on regular in-class writing instruction and the students in the experimental group (n=25) made use of blogs in addition to the traditional in-class writing instruction. The data were collected through administering a learner autonomy instrument, consisting of metacognitive, cognitive, social, and affective components, and conducting semi-structured interviews. The results of both quantitative and qualitative data revealed that the blog-mediated writing instruction contributed to enhancing learner autonomy of the participants. More specifically, the students who experienced blog-mediated writing activities showed improvement in metacognitive and cognitive components of learner autonomy. The findings offer significant implications for EFL teachers.https://ijals.usb.ac.ir/article_5448_57042f493365068b44a94b0abb2affe6.pdflearner autonomyblogsefl writingmetacognitivecognitive |
| spellingShingle | Behzad Nezakatgoo Jalil Fathi Second Language Writing Through Blogs: An Investigation of Learner Autonomy Iranian Journal of Applied Language Studies learner autonomy blogs efl writing metacognitive cognitive |
| title | Second Language Writing Through Blogs: An Investigation of Learner Autonomy |
| title_full | Second Language Writing Through Blogs: An Investigation of Learner Autonomy |
| title_fullStr | Second Language Writing Through Blogs: An Investigation of Learner Autonomy |
| title_full_unstemmed | Second Language Writing Through Blogs: An Investigation of Learner Autonomy |
| title_short | Second Language Writing Through Blogs: An Investigation of Learner Autonomy |
| title_sort | second language writing through blogs an investigation of learner autonomy |
| topic | learner autonomy blogs efl writing metacognitive cognitive |
| url | https://ijals.usb.ac.ir/article_5448_57042f493365068b44a94b0abb2affe6.pdf |
| work_keys_str_mv | AT behzadnezakatgoo secondlanguagewritingthroughblogsaninvestigationoflearnerautonomy AT jalilfathi secondlanguagewritingthroughblogsaninvestigationoflearnerautonomy |