Volume 2, Issue 1 December 2020, pp. 36–50
Impact of using blogs on summary writing skills of EFL university students
This study examines the impact of using blogs on developing students’ summary writing skills and the perceptions of Saudi undergraduate EFL students on using blogs in developing their summary writing skills. The study participants comprised 20 female students, and the data were drawn from pre/post-tests and a questionnaire. The results revealed that blogs are an effective tool that positively impacts learners’ summary writing skills. Moreover, most participants showed positive attitudes towards using blogs in EFL writing; they perceived blogging as a helpful tool that increases motivation and interest to learn, fosters autonomous learning and critical thinking, improves collaboration skills, and provides powerful feedback. Furthermore, the participants reported many benefits of this blogging project: improving learners’ English language skills, facilitating collaboration among students, saving time, developing summary writing skills, and ease of use. However, some participants mentioned drawbacks such as the difficulty of using blogs and the lack of peer comments. Further, some found blogging to be time-consuming. Overall, the benefits of blogging outperformed the drawbacks, demonstrating that blogs are a beneficial and effective tool for EFL learning and teaching; they can improve student writing skills in general and summary writing skills in particular.
© Mashael Alqahtani, Sultan Altalhab
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Alqahtani, M., & Altalhab, S. (2020). Impact of using blogs on summary writing skills of EFL university students. Technology in Language Teaching & Learning, 2(1), 36–50. https://doi.org/10.29140/tltl.v2n1.317
EFL learners' peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Language Education & Assessment Published: 30 April, 2019, Volume 2(1), 41–56.
Interculturality as collaborative identity management in language education
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 20–38.
Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level
Language Education & Assessment Published: 31 August, 2019, Volume 2(2), 57–69.
Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 100–109.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 110–122.
An investigation of learners' use of CAN and COULD
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 32–46.
Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process
Yow-jyy Joyce Lee
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 17–31.
Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), 39–58.
Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea
In Young Yang, Seongseog Park, Sungjun Lee, Byeonggon Min
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 14–30.