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1. The Effects of Writing English Blog Journals for University Students’ Achievement and Perception Presenter: Ji-Jhen Li Adviser: Dr. Po-Yi Hung Date: May 18, 2011 1

2. Content 2

3. Introduction Background Purpose of the Study Research Questions

4. Background 4 Manipulating science technology on language teaching and learning is growing rapidly and is being created continually. CALL

5. Background The popularity of blogs among young people has made them appealing to educators seeking to integrate computer-mediated communication (CMC) tools at the university. (Halic, Lee, Paulus, & Spence, 2010) 5

6. Purpose of the Study to investigate the differences of achievement and perception between blog writers and pen-notebook writers through an analysis of diaries and perception English writing learners produced 6

7. Research Questions 7 Is there a significant difference on English writing achievement between blog users and pen-notebook users? 2. Is there a significant difference on English journal writing perception between blog users and pen-notebook users?

8. Research Questions 8 3. What difficulties do learners encounter on English writing for both group writers? 4. Can learners correct their grammar and vocabulary mistakes through writing diaries or writing blog journals?

9. Literature Review 9 Motivation toward CALL CALL as an Environment to Learn Writing Blog Journals to Learn Writing Research Gap

10. Motivation toward CALL Motivation is the most catch-all term for explaining the success or failure of visually any complex task about learning language. (Brown, 2000) 10

11. Motivation toward CALL 11 Authentic context Individual learning CALL Learning motivation Immediate feedback (Morrow & Gambrell, 2002)

12. CALL to Learn Writing 12 Behaviorist theory Communicative CALL Integrative CALL Repetitive language practice and drills Discovery and expression Four skills and various technology (Warschauer, 1996; Warschauer & Meskill, 2006)

13. Blog Journals to Learn Writing The leaner blog can be as journals on writing practicing for personal expression. Students can have their own blogs. They are encouraged and also willing to write frequently. (Campbell, 2003) 13

14. Most of the studies on blog writing describe cooperative learning in online communicative activities such as interaction and comments. (For example, DiGiovanni & Nagaswami, 2001; Guardado & Shi, 2007; Lee, 2008) 14 Blog Journals to Learn Writing

15. Research Gap 15 Blog writing in cooperative learning in online communicative activities Self-study, individual learning, self-correction

16. Research Gap 16 Few studies reported the differences between blog-journal writers and pen notebook writers.

17. Methodology 17 Participants Procedure Instruments Data Analysis Reliability and Validity

18. Participants 18 Writing journals 30 57 participants Freshmen majoring in applied foreign languages English Writing Class Writing journals 27

19. Procedure Writing journals 19 Teaching material: Sentence skills with readings About 16 weeks 2 English writing classes every week Writing journals The same instructor

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24. Data Analysis 23 1. 2. Is there a significant difference on English journal writing perception and English writing achievement between blog users and pen-notebook users? Independent t-test

25. Data Analysis 24 3. What difficulties do learners encounter on English writing for both group writers? SPSS 18

26. Data Analysis 25 4. Can learners correct their grammar and vocabulary mistakes through writing diaries or writing blog journals? Data analysis (4 participants’ journals)

27. Reliability and Validity 26 Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, & Mckeachie, 1989; Wu & Chen, 1992)

28. Reliability and Validity 27 Learners’ final achievement of English writing examination A middle-school teacher for 4 years The instructor An instructor teaching English writing over 2 years

29. Thanks for your listening. 28