Volume 2, Issue 1 December 2020, pp. 36–50 Download PDF

Regular Articles

Impact of using blogs on summary writing skills of EFL university students

Mashael Alqahtani1, & Sultan Altalhab2

1 Kind Saud University, SAUDI ARABIA 438203724@student.ksu.edu.sa
2 Kind Saud University, SAUDI ARABIA saltalhab@ksu.edu.sa

DOI: https://doi.org/10.29140/tltl.v2n1.317


Abstract

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.



Copyright

© Mashael Alqahtani, Sultan Altalhab

CC  4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Suggested citation

Alqahtani, M., & Altalhab, S. (2020). Impact of using blogs on summary writing skills of EFL university students. Technology in Language Teaching and Learning, 2(1), 36–50. https://doi.org/10.29140/tltl.v2n1.317


Related Articles:

Promoting acts of kindness on campus: Views of Chinese international students in the UK
Ming Cheng, Olalekan Adekola
Intercultural Communication Education Published: 30 April, 2022, Volume 5(1), 17–32. Download PDF


Tasks, self-efficacy, and L2 motivational self system in an online emergency EFL speaking class: A mixed-methods study
Nguyễn Nhật Quang, Phạm Nhật Linh, Nguyễn Thị Thu Hiền
The JALT CALL Journal Published: 2 April, 2022, Volume 18(1), 1–33. Download PDF


Implementing backward design to foster intercultural communicative competence in textbook-based curricula: A proposed framework for English language practitioners
Hiba B. Ibrahim
Intercultural Communication Education Published: 30 April, 2022, Volume 5(1), 1–16. Download PDF


Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
Grace Yue Qi, Yuping Wang
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 54–82. Download PDF


The effects of corpus use on learning L2 collocations
Yoshiho Satake
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 34–53. Download PDF


Captions and learnability factors in learning grammar from audio-visual input
Anastasia Pattemore, Carmen Muñoz
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 83–109. Download PDF


Chinese language learners evaluating machine translation accuracy
Li-Ching Chang
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 110–136. Download PDF


Statistical analysis of the impact of the e-learning platform Furago on French learners’ listening skills
Albéric Derible, Éric Wiel
The JALT CALL Journal Published: 9 April, 2022, Volume 18(1), 137–161. Download PDF


YouTube for second language learning: What does the research tell us?
Gilbert Dizon
Australian Journal of Applied Linguistics Published: 30 April, 2022, Volume 5(1), 19–26. Download PDF


Book Review: Language, Culture, and the Embodied Mind: A Developmental Model of Linguaculture Learning
Weihua Yu
Intercultural Communication Education Published: 29 April, 2022, Volume 5(1), 33–38. Download PDF