##plugins.themes.academic_pro.article.sidebar##
Downloads
Main Article Content
Abstract
Writing online has influenced the way people communicate and write. The integration of this innovative electronic device into the language classroom provided students with writing opportunities. This study aims to analyze the features of the students’ blog posts. This study employed a general qualitative approach utilizing the blog posts of the BSED second-year students enrolled in a language class, which were drawn randomly as the corpus of the study. The content analysis technique was used to characterize a student's blog post. The study revealed that the features of the students’ blog posts were blogging attitude, content, connections with the audience, and innovativeness. Student bloggers communicated to the readers with excitement, motivation, interest, or emotions. Student bloggers generated ideas, opinions, concepts, and thoughts about the topic, provided useful and important information from various sources, and took a position on the topics and concepts that were discussed. Furthermore, students communicated in innovative ways by using figurative language, idioms, and powerful words. This study concluded that blogging is a trend in writing that allows creativity and an opportunity for students to improve their writing skills. Thus, the teacher may use blogging as one of the flexible assessments that can be utilized in the new normal of teaching by evaluating the authentic work of the students. Students may also be given an infographic called "Writing Online: Improving Writing Skills through Blogging" to help them figure out what makes a good blog post.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Barr, R. B., & Tagg, J. (1995), From teaching to learning: A new paradigm for undergraduate education. Change: The Magazine of Learning, 120 (12), 13-24.
Boling, E., Castek, J., Zawilinski, L., Barton, K, & Nierlich, T. (2008). Collaborative literacy: Blogs and Inter-net projects. Reading Teacher, 61(6), 504–506.
Boling, E. (2008). Learning from teachers’ conceptions of technology integration: What do blogs, instant messages, and 3D chat rooms have to do with it? Research in the Teaching of English, 43(1), 74-100.
Collins, C. (2012, May 16). 6 Characteristics of a great blog post. Page One Power. https://www.pageonepower.com/linkarati/6-characteristics-great-blog-post
Creswell, J.W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (3rd ed.). Thousand Oaks, CA: SAGE.
Dalrymple, J. (2012, May 17). Blogging is not a thing, it’s an attitude. The Loop. https://www.loopinsight.com/2012/05/17/blogging-is-not-a-thing-its-an-attitude/
Davies, J., & Merchant, G. (2007). Looking from the in-side out: Academic blogging as new literacy. In C. Lankshear, & M. Knobel (Eds.), A new literacies sampler (pp. 167-197). New York, NY: Peter Lang.
Efimova, L., & de Moor, A. (2005). Beyond personal webpublishing: An exploratory study of conversa-tional blogging practices. Proceedings of the 38th Hawaii International Conference on System Scienc-es. Hilton Waikoloa Village Island of Hawaii, Ha-waii, HICSS 38, 1-10. IEEE Press.
Huffaker, D. (2005). The educated blogger: Using web-logs to promote literacy in the classroom. AACE Journal, 13(2), 91-98.
Khourey-Brown, C. (2005). Emergent reflective dia-logues among preservice teachers mediated through a virtual learning environment. Journal of Computing in Teacher Education, 21(4), 85–90.
Knobel, M. & Lankshear, C. (2007). A new literacies sam-pler. New York: Peter Lang
Leu, D. J., Jr. (2005). New literacies, reading research, and the challenges of change: A deictic perspec-tive. Invited Presidential Address to the National Reading Conference. Miami, FL. http:// www.newliteracies.uconn.edu/nrc/don_leu_2005.html
McGrail, E., & Davis, A. (2011). The influence of class-room blogging on elementary student writing. Journal of Research in Childhood Educa-tion, 25(4), 415-437. DOI: 10.1080/02568543.2011.605205
Minaev, M. (2021, January 1). Ten characteristics of a blog and a quality blog post. First Site Guide. https://firstsiteguide.com/characteristics-of-blog/
Pahl, K., & Rowsell, J. (2005). Literacy and education: Understanding the new literacies studies in the classroom. London, UK: Paul Chapman Education-al Publishing.
Penrod, D. (2007). Using blogs to enhance literacy: The next 21st-centruy learning. Lanham, MI: Rowman & Littlefield Education Publishers.
Ray, B. B., & Hocutt, M.M. (2006). Teacher-created, teacher-centered weblogs: Perceptions and prac-tices. Journal of Computing in Teacher Education, 23(1), 11-18.
Sadikin, I. S. & Saleh, M. (2018). Weblog-based learning in an EFL young learners’ context: Students’ per-spective. Arab World English Journal (AWEJ), 14(3), 58-78. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2822966
Spencer, J. (2021). What is a blog? – A guide to under-standing the concept of blogging. Make a Website Hub. https://makeawebsitehub.com/what-is-a-blog/
Staff, M. (2020, July 12). 7 essential blogging attitudes that make a successful blog. Mitrobe Network. https://mitrobe.com/blogging-attitudes/
Thomson (2018, April 23) Why your students should blog: 6 powerful benefits. Emerging Ed Tech. https://www.emergingedtech.com/2018/04/why-your-students-should-blog-6-powerful-benefits/
Williams, J.B., & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Tech-nology, 20(2), 232-247.