etec 500 final literature review and research proposal

7/27/2019 ETEC 500 Final Literature Review and Research Proposal

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Running head: BLOGGING AND WRITING IN A FOREIGN LANGUAGE

The Influence of Blogging on Foreign Language Writing Development:

A Critical Review of Research Literature

and

The Effects of Blogging on Students’ Writing Development in Primary

French Immersion: Research Proposal

Lauren MacDonald

University of British Columbia



BLOGGING AND WRITING IN A FOREIGN LANGUAGE 1

The Influence of Blogging on Foreign Language Writing Development:

A Critical Review of Research Literature

IntroductionThe rapid proliferation of technology into all aspects of life has resulted in educators

competing with ever-changing technology to motivate students and provide them with the

tools to compete in a global marketplace. Writing is a key skill that students must learn how to

do correctly and effectively. As an elementary school French Immersion teacher I recognize the

challenge for students to write in another language. This paper will explore existing literature

on blogging as a method to enhance writing development at various educational levels and in a

foreign language. Five articles will be summarized and critiqued, their common themes

explored and discussed, and areas for further research recommended.

Summary, Analysis and Critique

Blogging in Elementary School

McGrail and Davis (2011) conducted a yearlong case study on the influence of blogging

on writing development in elementary school. Qualitative methods of data collection were used

including interviews, observation, small group discussions, and document analysis. Convenience

sampling was used as the teacher wanted to incorporate blogging into the language arts

program. The sample consisted of sixteen Grade five students from diverse ethnic and

academic backgrounds in the southern United States. Students participated in a class and

personal blog.

The authors found that students actively participated and connected with the audience

through blogging, developed a sense of community, and motivation to write. Their writing was




for a real audience, not just the teacher. They were able to experiment with language, ideas

and work on organization. McGrail & Davis (2011) concluded that blogging is an effective

method to enhance classroom writing instruction.

This study is well written and thoroughly describes the research methodology,

participants and researchers’ roles. Current and relevant literature on blogging and writing

development is presented. The authors’ topic is significant as they state that there is little

research on the influence of blogging at the elementary school level (McGrail & Davis, 2011).

Multiple methods of data collection are used to triangulate data and ensure credibility and

dependability (Gay, Mills, & Airasian, 2009). The authors’ conclusion includes recommendations

for further research. However, while samples of students’ blogs are present, the authors do

not include samples of student writing pre-blogging for comparison, nor do they discuss the

effects that blogging had on students’ writing in the traditional form post-blogging.

Blogging in Spanish

Armstrong and Retterer (2008) implemented blogging into a college level Spanish

course as part of the writing instruction. Through the use of a qualitative case study approach,

they studied the amount of writing students would do online compared to a non-blogging

course, for graded and ungraded assignments, if frequent writing improved language, and

students’ attitudes towards writing online and frequent writing in a second language.

Sixteen students, mostly freshmen, participated in the study. They were informed of the

experimental nature of the course and were permitted to opt out. Data collection included

surveys and document analysis of blogs and exams. Students participated in a class and

personal blog. The former was not graded but participation was included as part of the overall




participation for the course. The personal blog included nine structured and graded

assignments.

The authors discovered that students wrote more for ungraded assignments than for

graded ones. As there was no control group, the authors were unable to determine if students

wrote more online compared to a non-blogging course, but noted that students did write a

substantial amount. They were unable to say if blogging improved students’ language,

specifically verb accuracy without further study. All students said they felt more comfortable

writing in Spanish and 76.9% of students stated they enjoyed writing blogs and 69% felt they

wrote more because they were writing online (Armstrong & Retterer, 2008).

Armstrong and Retterer analyze and critique their results, cautioning the reader that

further research is needed. Yet I feel that there were many areas of concern that call into

question the study’s credibility and dependability. First, the authors have too many problems

for study and there is no in depth description of the data collection procedures. The reader

must read the entire article to discover how data was collected. There is a lack of data

triangulation which is needed to support the credibility of the study as described in Gay et al.

(2009). Researcher bias is also a concern as the researchers instructed the course and the

effect of their interaction was not described, causing concerns for external validity. Finally the

authors use secondary sources in the literature review, improperly cite some sources and make

errors in spelling and word choice.

Blogging to Improve English Language

Montero-Fleta and Pérez-Sabater (2010) surmised an increase in motivation, writing

fluency and accuracy through blogging compared to traditional language teaching. Their




subjects were thirty eight Spanish students studying English in a university library program in

Spain who were divided equally into experimental and control groups. The control group

received traditional instruction and the experimental group participated in blogs to practise

writing skills. Blogging was compulsory and made up 50% of the mark. Data collection methods

included a pre-test, an achievement test and a questionnaire on students’ motivation and

attitudes.

Researchers compared the results of the pre- and post-test at the end of the semester

for both groups, which showed the experimental group with a higher score. Students’ writing

was stronger in fluency, vocabulary use and grammar (Montero-Fleta & Pérez-Sabater, 2010).

The authors stated questionnaire results, high class attendance and participation showed

students were motivated and enjoyed blogging. They concluded that blogging provided

students with a meaningful context to write, helped with language choice and motivated

writing. Areas for further research are also presented.

The authors critique and analyze their results and provide examples of students’ writing

for the reader in this concise article. Yet, details regarding procedures, data analysis, and

development and administration of the pre- and post-tests are all absent. Information on group

assignment of participants is also missing. This lack of information calls into question the

validity of the study. Other threats to validity include testing, as students could have

performed better on the post-test because of the pre-test (Gay et al., 2009). The increase in

motivation in students could possibly be explained as a novelty effect which is also not

discussed. The study was advantageous for the researchers as blogging comprised 50% of the




course mark. In order to pass the course, students had to participate in blogging. I feel a more

detailed quantitative study would have provided more reliability and validity to their research.

Blogging in an English as a Foreign Language Classroom

Sun (2010) presents a well organized mixed-methods study into the effects of blogging

in a university English as a foreign language (EFL) classroom in Taiwan. The author

hypothesized that student writing would improve on the last three blog entries, that blogging

would allow for the development of writing strategies and that students would have a positive

view of blogging. Data collection included document analysis of blog entries and a 38 question

survey of student’s views on blogging. Twenty three students, mostly male and senior students,

were observed over the semester (Sun, 2010). Students completed 30 blog entries and 10

responses over the semester worth 20% of their final grade.

Sun discovered that students used simpler sentences and language in their last three

posts than the first three, yet their writing had improved specifically in mechanics and

organization. The informal nature of the blog compared to a formal learning environment is

offered as a possible explanation by the author (Sun, 2010). Survey results showed students

spent most time editing blogs, supporting the view that writing processes were enhanced

through blogging. Students had positive attitudes towards blogging and felt it helped improve

their writing (Sun, 2010). Sun concluded that blogging afforded students much needed

opportunities to improve their writing, and provided motivation and independence.

Sun’s article is well organized and the findings are analyzed and critiqued. Alternate

explanations and limitations of the study based on low sample size are provided, as are

recommendations for further research. However, there are concerns in Sun’s research. First




there is no description of the survey validation procedures or construction, and survey

instructions and questions are not provided to ensure clarity. The sample is heavily gender

biased comprising of 20 males and 3 females. Finally, blogging made up 20% of the students’

final mark, therefore students who wanted to successfully complete the course with a top mark

would have to complete the assignment.

Blogging and Narrative Writing in English

Wong and Hew (2010) conducted a three week experimental case study in a school in

Singapore using blogs and writing guides to improve students’ narrative writing and explored

students’ attitudes towards blogging. The sample consisted of thirty six students ages 10-13

with both genders equally represented.

The authors used a one group pre and post-test experimental method. Both tests were

scored on a rubric used by all primary Singapore teachers, by the classroom teacher and a

teacher from another school. Students completed a four open-ended question survey on their

attitudes towards blogging. The researchers conducted individual interviews with six students

to clarify answers and get more details on their attitudes towards blogging.

Wong & Hew (2010) found that student performance improved on the post-test and

that overall students enjoyed using blogs as a writing tool and wanted to use blogging again.

They concluded blogs and scaffolding can improve students’ narrative writing and that their

findings are of use as elementary students have not been a focus of research.

This is a well organized study with procedures and methods described in detail by the

authors. Instructions, writing prompts, survey questions and findings are presented to the

reader adding to a fuller disclosure of information by the authors. The research is critiqued and




analyzed and limitations of findings provided, such as a short study timeframe and a possible

novelty effect. Many areas for future research are also recommended. Multiple methods of

data collection add to the validity of the study through the triangulation of data (Gay et al.,

2009). However, the short timeframe and the possible interaction of the pre-test are threats to

the validity of the study. As the students received two treatments, blogging and scaffolding, it is

unsure which of the two caused the increase in student performance.

Synthesis: Common Themes

Despite differing in methodology and age of sample population, common themes

emerge from these articles. First, that blogging can increase the quality of students’ writing in

their own and in a foreign language. Students are able to write in a meaningful, authentic and

informal environment allowing them to write for an audience that is not just the teacher

(McGrail & Davis, 2011; Sun, 2010; Wong & Hew, 2010).

All the studies show students enjoyed blogging, were motivated and engaged, and

preferred it to traditional writing activities. (Armstrong & Retterer, 2008; McGrail & Davis,

2011; Montero-Fleta & Perez-Sabator, 2009; Sun, 2010, Wong & Hew, 2010). While this finding

is common across studies, it is also possible that it could be part of a novelty effect which would

wear off as most studies lasted a short time. However, as educators we are continually

searching for new and innovative ways to motivate our students to participate in and take

ownership of their own learning. I feel using a blog as a part of a writing program would be

beneficial and motivational for students, especially those learning a second language.

Last, the lack of research and study in the area of blogging in foreign language

classrooms and with younger children is indeed an area that should be focused on by




researchers. This is highlighted by McGrail & Davis (2011), Sun (2010) and Wong & Hew (2010).

I feel a yearlong study combining the procedures and design of McGrail & Davis (2010) and

Wong & Hew (2010) with an experimental research design, would yield valuable findings for

this research area.

Conclusion

One common thread through these different studies is that blogging can not only help

improve student writing, but it is also motivating for students. As mentioned in Wong & Hew

(2010), McGrail & Davis (2011), and Sun (2010), there is little research existing on the use of

blogs in writing with younger students and Sun (2010) states that little research exists on

blogging in EFL. In fact, there was little research that I could find on blogging in a second or

foreign language. I feel that these areas require further research and study in order to provide

students with meaningful learning experiences.




References

Armstrong, K. & Retterer, O. (2008). Blogging as L2 Writing: A case study. AACE Journal, 16(3),

233-251. Retrieved from http://www.editlib.org.ezproxy.library.ubc.ca/p/24300

Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and Applications. (9

thed). Upper Saddle River, NJ : Pearson Education Inc.

McGrail, E. & Davis, A. (2011). The Influence of Classroom Blogging on Elementary

Student Writing. Journal of Research in Childhood Education, 25(4), 415-437.

doi:10.1080/02568543.2011.605205

Montero-Fleta, B. & Pérez-Sabater, C. (2010) A research on blogging as a platform to enhance

language skills. Procedia Social and Behavioural Sciences, 2, 773-777. doi:

10.1016/j.sbspro.2010.03.100

Sun, YC. (2010) Extensive writing in foreign-language classrooms: A blogging approach.

Innovations in Education and Teaching International, 47 (3), 327-339.

doi: 10.1080/14703297.2010.498184

Wong, R.M.F, & Hew, K.F. (2010). The impact of blogging and scaffolding on primary school

pupil’s narrative writing: A case study. International Journal of Web-Based Learning and

Teaching Technologies, 5 (2), 1-17. doi:10.4018/jwltt.2010040101

http://www.editlib.org.ezproxy.library.ubc.ca/p/24300







The Effects of Blogging on Students’ Writing Development in Primary

French Immersion: Research Proposal

Introduction

Today’s students need to learn traditional subjects such as reading, writing and math,

but also need to learn digital literacies, such as blogging. Blogging is a form of writing that

allows the writer to post their work on any topic, on the Internet, to be read and commented

on by anyone (Davis & McGrail, 2009). As an elementary French Immersion teacher, I know how

difficult it is to engage students in the writing process. Blogging is a way to engage students in

the often daunting writing process while affording them the opportunity to engage in digital

literacy. I see the opportunity to research the use of blogging in a French Immersion classroom

to promote writing, as a way to motivate my students to write, engage them in the writing

process, develop language skills and provide instruction in digital literacy.

Research Questions and Purpose

The purpose of my research is to describe the effects blogging has on student writing

development in French and on student attitudes towards writing. The questions guiding my

research are:

1.) How does incorporating blogging into a class writing program influence student’s writing

development in French?

2.) What effect does blogging have on student’s attitudes towards writing?




Review of Literature

As the following studies will show, blogging allows for an authentic environment to

advance students’ writing development and motivation. Five articles will be summarized and

critiqued, followed by a discussion of their common themes.

Summary, Analysis and Critique

In their study on blogging and writing development, McGrail and Davis (2011) used

qualitative case study methods with sixteen Grade five students. Class and personal blogs were

used to enhance the language arts program. The authors discovered students connected with

the audience, experimented with language, ideas and organization, and were motivated to

write. While the effects blogging had on writing with pencil and paper are not discussed, the

article is thorough, including multiple methods of data collection and recommendations for

further research.

Using qualitative case study methods, Armstrong and Retterer (2008) implemented

blogging in a college Spanish course as part of writing instruction with the sixteen students. The

amount of online writing, writing for graded and ungraded assignments, frequency of writing,

improvements in language and the effects of blogging on student attitudes towards writing

online and in a second language were studied. The authors discovered students wrote more for

ungraded assignments, felt more comfortable writing in Spanish as a result of blogging, enjoyed

blogging, and felt they wrote more online. Due to the nature of the study, the authors state

their inability to determine if students wrote more online and if language improved. The

number of research questions, lack of clarity and details in the article, and few methods of data

collection cause concern for credibility and dependability.




Montero-Fleta and Pérez-Sabater (2010) performed action research in an English

university library program in Spain. Thirty eight Spanish students were equally divided into an

experimental group, who blogged, and a control group, who did not. Data was collected

through pre- and post-tests, and a survey. Comparison of test scores showed the experimental

group had higher scores and stronger writing. Survey results, class participation and attendance

showed students were motivated and enjoyed blogging. The authors conclude blogs helped

with language choice, motivation and were a meaningful writing context. There is a lack of

details on study methods and procedures. As well blogging was compulsory and worth 50% of

the final mark, which was advantageous for the authors.

Sun (2010) conducted a mixed methods study with twenty three students in English as a

Foreign Language classroom over a semester in a Taiwan university. The author hypothesized

that writing would increase on the last three blogs, blogging would help develop writing

strategies and students would view blogs positively. Sun discovered blogging gave students the

opportunity to improve writing as document analysis showed writing on the final blogs

improved, especially in mechanics and organization. Survey results showed students spent

significant time editing blogs and enjoyed blogging. The study is well explained, findings

analysed and critiqued, and limitations and recommendations for further research are

presented. Yet the sample was heavily gender biased as twenty students were male, and

blogging made up 20% of the final mark, which was to the author’s advantage.

In their case study on blogging and writing guides to improve narrative writing, Wong

and Hew (2010) used an experimental one group pre- and post-test method. Thirty-six Primary

five students in a Singapore school participated. The authors discovered that student




performance increased in narrative writing on post-tests and students enjoyed using the blogs

as a writing tool. The authors present a thorough and organized study, providing critique and

analysis of their findings and multiple areas for future research. Multiple methods of data

collection are also used.

Synthesis

Common themes emerge from these articles. First, blogging increased the quality of

students writing. McGrail & Davis(2011) found students developed voice and “…rich creative

language.” (p.431). Montero-Fleta & Pérez-Sabator (2009) found subjects’ writing was stronger

in fluency, vocabulary use and grammar. Sun (2010) found writing improved especially with

mechanics and organization. Wong & Hew (2010) discovered the content, language and overall

writing improved.

Blogs provided students with an authentic, informal writing platform where the teacher

was not the sole audience (McGrail & Davis, 2011; Sun, 2010; Wong & Hew, 2010). These

studies also show students enjoyed blogging, preferring it to paper and pencil, and were

motivated to write (Armstrong & Retterer, 2008; McGrail & Davis, 2011; Montero-Fleta &

Pérez-Sabator, 2009; Sun, 2010, Wong & Hew, 2010). Finally the lack of research on blogging

especially with younger children emphasizes a need for further research (McGrail & Davis,

2011; Sun, 2010; Wong & Hew, 2010)

Methodology

The use of educational technology is something I feel passionate about. My topic and

research questions directly relate to my own teaching practices as an elementary school second

language teacher and I would like to improve writing instruction to help my students learn and




achieve. For these reasons, I am proposing to conduct a single school practical action research

design.

Participants/Sample

By Grade 3, students have been in the French Immersion program since Kindergarten.

They have developed their speaking and listening skills in French, a large vocabulary and basic

skills in writing organization and mechanics. At my school students at every grade are

instructed in computer and word processing skills through an hour long class once every cycle

with our Technology Specialist.

There are two French Immersion classes in Grade 3 at my school that would be part of

the research, one of which would be my own students. The other classroom teacher is

supportive of the project as she is looking for ways to enhance the use of educational

technology in her classroom and her writing program. Participants would include 30 students at

varying levels of proficiency in reading and writing in French. Consent will be sought from the

principal to conduct my research and from the parents of the students involved. Students will

be given pseudonyms to maintain their anonymity.

Data Collection and Analysis

Gay et al. (2009) explain that qualitative methods are more appropriate to action

research. Thus triangulation of data will come from multiple sources including observations of

students during writing and blogging, student survey, taped interview or survey with the other

teacher at the end of the year, and document analysis.

Document analysis of students’ writing using traditional methods pre-and post-blogging

will be performed. The pre-blogging sample will be used to determine areas of strength and




weakness, and to serve as a baseline to assess writing development through the year. A final

post-blogging sample will be analysed and compared to the pre-blogging sample. A writing

sample at November and March reporting periods will be analysed to ascertain any

improvements in student writing. Analysis will also include the first three and last three blog

entries of the year and those around reporting time to see the improvements in students

writing. Class writing and blogging will be assessed to see the writing development in French by

both Grade 3 teachers as well as a teacher from another school using the rubric in Appendix 1.

A student survey will be used at the end of the year to determine the effect blogging

had on students’ attitudes towards writing (see Appendix 2). Both closed-ended and open-

ended questions will be used to allow students to share their thoughts and opinions. To ensure

content validity of the survey, instructions and questions will be reviewed by another colleague.

In an effort to decrease researcher bias and interference, survey administration will be done by

another teacher. Due to the small number of students in the study, I will tabulate, calculate and

apply the appropriate statistics to the survey results. If there is a need for clarification of

students’ answers, interviews will be conducted with those students and questions developed

at that time. The other teacher will also complete a survey or taped interview to provide

feedback on the experience and students’ attitudes and writing development (see Appendix 3).

Throughout the study, personal reflections on teaching and learning will help guide

instruction and research. Various themes that emerge will guide the data coding, and as

recommended in Gay et al. (2009) development of a coding system will occur as the research

unfolds. My focus in data interpretation will be on what is important, why it is important, and




what was learned. Finally to check the quality of data, I will use Dey’s six questions as outlined

in Gay et al. (2009). Research Design and Procedures

Students will be part of the research study for the school year. An approximate timeline

is presented in Table 1. They will participate in technology classes with the Technology

Specialist to further enhance their computer and word processing skills, while also participating

in blogging once a cycle as an enhancement of the Language Arts program. Blogs will be

structured so students can write on topics or genres studied in class or of their own choice.

Writing prompts will be supplied for students who may need it, however it will not be required

that students use these. Blog feedback and comments will be provided by classmates, other

French teachers, and French Immersion students from a local high school. Comments would

focus on content to initiate further conversation and motivate students to write.

Students will use the online program, Kidblog (2010) for blogging. Kidblog was chosen

because it is a safe blogging platform where unsolicited or inappropriate comments would not

be a concern. Teachers and other French Immersion students will use a guest account for

commenting.

Table 1-Research timeline

Date Event

September, 2012 -Students provide writing sample

-Internet safety class-Introduction to blogging

November, 2012 -Writing and blogging sample provided for assessment

March, 2013 -Writing and blogging sample provided for assessment

June, 2013 -Final writing sample assessed

-First three and last three blog entries assessed

-Student survey administered and interviews if needed




-Interview/Survey administration with other teacher

Significance of Proposed Research & Conclusion

My research topic is important because there is a lack of research in the area of blogging

in foreign language classrooms (Sun, 2010; Wong & Hew, 2010) and blogging with younger

children (McGrail & Davis, 2011). In fact, I could not find any research through Google Scholar,

Summon, Eric and EBSCO databases on the topic of blogging in French as a Second Language or

French Immersion at any age level. This highlights a strong need for research in this area.

Writing skills are necessary for future learning and to operate in the real world. It is a

required life skill that students need to be able to do no matter what their career path. Blogging

is way to help students develop their writing skills and expose them to digital literacy in what is

slowly becoming their real world: cyber-space.

My hope is that my research would show that students connect with their audience,

enjoy blogging, improve their writing in both traditional method and blogs, and that students

will have a more positive view on writing. I hope to be able to share my results with colleagues

in a professional development setting and lead to a larger qualitative or quantitative study in

this area.




References

Armstrong, K. & Retterer, O. (2008). Blogging as L2 Writing: A case study. AACE Journal, 16(3),

233-251. Retrieved from http://www.editlib.org.ezproxy.library.ubc.ca/p/24300

Davis, A.P., & McGrail, E. (2009). The Joy of Blogging. Educational Leadership, 66(6), 74-77.

Department of Education: Government of Newfoundland Labrador. (2005). Français in Primary

French Immersion Interim Edition- Grade Three/Troisième année. St. John’s, NL

Gay, L.R., Mills, G.E., & Airasian, P. (2009). Educational research: Competencies for analysis and

Applications. (9th

ed). Upper Saddle River, NJ : Pearson Education Inc.

Kidblog. (2010) http://kidblog.org/home.php

McGrail, E. & Davis, A. (2011). The Influence of Classroom Blogging on Elementary

Student Writing. Journal of Research in Childhood Education, 25(4), 415-437.

doi:10.1080/02568543.2011.605205

Montero-Fleta, B. & Pérez-Sabater, C. (2010) A research on blogging as a platform to enhance

language skills. Procedia Social and Behavioural Sciences, 2 , 773-777. doi:

10.1016/j.sbspro.2010.03.100

Sun, YC. (2010) Extensive writing in foreign-language classrooms: A blogging approach.

Innovations in Education and Teaching International, 47 (3), 327-339.

doi: 10.1080/14703297.2010.498184

Wong, R.M.F, & Hew, K.F. (2010). The impact of blogging and scaffolding on primary school

pupil’s narrative writing: A case study. International Journal of Web-Based Learning and

Teaching Technologies, 5 (2), 1-17. doi:10.4018/jwltt.2010040101




http://kidblog.org/home.php







Appendix 1- Writing & Blogging Rubrics

Figure 1. Rubrics for Writing Evaluation from Français in Primary French Immersion Interim

Edition- Grade Three/Troisième année, Department of Education: Government of

Newfoundland Labrador. (2005)




Appendix 2-Student Survey Questions

These questions will be translated into French.

Instructions: Please read and answer the following questions to the best of your ability.

Closed-Ended Questions: A three point Likert scale (1- yes, 2-sometimes/a little, 3- no/not at

all) will be used for student answers.

1. Did you like using a blog?

2. Do you feel using a blog helped you:

a.) with your ideas?

b.) with your organization?

c.) with spelling?

d.) with your word choice?e.) with grammar?

f.) with writing for a certain audience?

3. Was blogging easier than writing with pencil and paper?

4. Were the comments and feedback helpful to you?

5. Would you like to use a blog again?

Open-ended questions

1. How do you feel blogging helped your writing?

2. What did you like about blogging?

3. What didn’t you like about blogging?

4. Anything else you would like to share about blogging or writing.




Appendix 3-Teacher Interview/Survey and Reflection Questions

Action research is guided by teacher reflection. The following are possible questions to guide

my reflection and interview/survey questions for my colleague about her feelings and opinions

on writing and blogging.

1. How do you feel using blogs helped improve students writing in French with regards to the

following areas:

a.) organization?

b.) voice?

c.) mechanics?

d.) use of vocabulary?

e.) fluency?

f.) ideas?

2. What benefits do you see of blogging as part of a writing program in French Immersion?

3. What challenges or drawbacks are there to blogging as part of a writing program in French

Immersion?

4. Any other comments

etec 500 final literature review and research proposal

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