Blog-Assisted Learning in ESL Classrooms
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This study analyzed writing samples from two Malaysian English language learner bloggers to identify common errors and determine if first language interference affects second language writing. A total of 77 errors across 10 categories were detected, with the most errors in verb tenses, indicating it is a major challenge. Blogger 1 made more sentence structure and mother tongue interference errors, while Blogger 2 struggled more with vocabulary. The findings provide insights into how first language affects second language acquisition and can help improve writing instruction for English language learners.
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Blog-Assisted Learning in ESL Classrooms
- 2. TITLE: “Blog-Assisted Learning in the ESL Writing Classroom: A Phenomenological Analysis” AUTHORS: Ming Huei Lin, Nicholas Groom and Chin-Ying Lin JOURNAL: Lin, M. H., Groom, N., & Lin, C.-Y. (2013). Blog-Assisted Learning in the ESL Writing Classroom: A Phenomenological Analysis. Educational Technology & Society, 16 (3), 130–139.
- 4. PURPOSE OF STUDY: To explore the experiences of a group of Taiwanese ESL student writers on a course of study that used a blog-assisted language learning (BALL) methodology. STATEMENT OF PROBLEM: Second language writing students are enthusiastic about BALL in principle, but are not motivated to engage voluntarily in second language blogging activities in practice. PARTICIPANT: 25 Taiwanese students of ESL majoring.
- 5. What do the participants think about learning by using blogs? How do the participants describe their learning attitude and motivation when learning writing through using blogs? How do the participants evaluate the effectiveness of the blogging activities used in these writing lessons? Are the participants willing to attend more lessons supported with BALL like this? Why?/Why not?
- 6. Research setting and participants Course design Data collection Data analysis
- 7. This study explores the experiences of a group of Taiwanese ESL student writers on a course of study that used a blog-assisted language learning (BALL) methodology. Data from in-depth interviews with eight participants were studied qualitatively using a phenomenological method of analysis. Participants’ blogging activities were found to be inhibited by low L2 proficiency levels, by feelings of anxiety and embarrassment about possible peer reactions to their work, and by the slow pace at which completed compulsory blogging tasks were completed.
- 8. It is argued that these findings help to explain the observation made in a number of previous studies, that second language writing students are enthusiastic about BALL in principle, but are not motivated to engage voluntarily in second language blogging activities in practice. The paper concludes by offering suggestions for ameliorating the problems identified in their analysis, and by identifying avenues for further research.
- 9. The purpose of the study was too general because it only studies the students’ behavior towards BALL and it only wanted to prove previous research studies. Lots of improvement should be done for this research, especially by specifying more on the research objectives and questions. One limitation of this research is that it only focuses on one teaching approach where students work on their writings alone with time constraints, leading to their negative attitudes towards blogging. Hence, researchers should include other teaching approaches like working in groups, giving them relevant time to finish their work, for more quality ones and spending some hours for teacher-student consultation.
- 10. To some degree, the classroom setting may have affected the results of the study where many students said that they often got distracted. Hence, before the research is conducted, the researchers should block all access to irrelevant sites especially the social media and YouTube. The arrangement of computers should also follow the traditional classroom setting so that students see some similarities between both settings. Future researchers can help to improve this research for more accurate results.
- 12. RESEARCH OBJECTIVES The research aims to: 1. Identify the common errors done in blogs by second language learners. 2. Identify whether one’s writing is affected by their first language and culture. LITERATURE REVIEW According to James, C (1980), CAH is understood as the principle barrier to second language acquisition is the interference of the first language system with the second language system. “Those elements that are similar through (a learner’s) native language will be simple for him or her and those elements that are different will be difficult (Lado, R., 1968)
- 13. METHODOLOGY › Finding blogs: The research starts by finding 2-4 blogs that are suitable to be analyzed. The chosen bloggers are Malaysian English second language learners and English is chosen as the medium in writing their blog entries. Their English level is intermediate. › Data collection: All the data being collected is analyzed to find the avoidance strategies and types of transfer that these bloggers usually use. All the results will be presented in the form of a table in an organized manner to be easily understood.
- 16. Items Error Correction Singular- plural B1 1. I do know that long posts is 2. one of the main reason 3. Stores 4. he tend 1. I do know that long posts are 2. one of the main reasons 3. Store 4. he tends B2 1. blog 1. blogs Article B1 1. But problem is 2. and best part is 3. previous blog I 1. But the problem is 2. and the best part is 3. previous blog that I B2 1. I was one of subcommittees 2. And that's wrap 3. since last few months 4. will be on semester break 5. watching movies I have in my hard disk 1. I was one of the subcommittees 2. And that's a wrap 3. since the last few months 4. will be on a semester break 5. watching movies that I have in my hard disk Diction B1 1. a job is to make end meets 2. still hoping some kind of miracle do exists 3. I believe I have short memory 4. a lot comments 5. they're surviving well with kids some more. 1. a job is to make ends meet 2. still hoping some miracle to exist 3. I believe I have short term memory 4. a lot of comments 5. they're surviving well even with kids. B2 1. it is us who will be living to it 2. And I must make his easy too 3. a perfect medium 4. I am feeling more sorry. 5. Please tune in to my Twitter 1. it is us who will be living it 2. And I must make his life easy 3. A perfect platform 4. I am feeling very sorry. 5. Please follow my Twitter
- 17. Tenses B1 1. I felt obliged 2. My worrying heart won't stop pressures me 3. I do not expect it coming straight up 4. I hadn't been getting more positive support than I did 5. why the hell would they followed what I wrote 6. I felt the need to express myself 7. hasn't achieve anything 8. She hasn't contribute to 9. Well, he have to. 10. he takes them as they is 11. I haven't quite enjoy my life yet 12. He knows what I wanted 13. If two persons truly want to be together 14. But no matter what they said how things will be 15. he have taught me 1. I feel obliged 2. My worrying heart won’t stop pressuring me 3. I do not expect it to come straight up 4. I hadn’t been getting much positive support than I did 5. why the hell would they follow what I wrote 6. I feel the need to express myself 7. hasn't achieved anything 8. She hasn't contributed to 9. Well, he has to. 10. he takes them as they are 11. I haven't quite enjoyed my life yet 12. He knows what I want 13. If two person truly wants to be together 14. But no matter what they say how things will be 15. he has taught me B2 1. I seriously not lying about being busy 2. we still have fun 3. taking selfie 4. I haven't share 5. It my 6. we're already 7. guys following 8. haven't post 1. I am seriously not lying about 2. we still had fun 3. selfie-ing 4. I haven’t shared 5. It is my 6. We’ve already 7. guys are following 8. haven't posted
- 18. Conjunction B1 1. And hence, 2. As for people my age 1. Hence, 2. As for people of my age B2 Punctuation marks B1 1. all teens must have got to admit 2. I used to call my pet 3. we got engaged mid April 4. 'Young people they tend 5. Why that’s very mean of anybody to say things 6. I believe that. As for those who are divorced 7. Its 1. all teens must have (.) Got to admit 2. I used to call ‘my pet’ 3. we got engaged mid(-)April 4. 'Young people(,) they tend 5. Why (,) that's very mean of anybody to say things 6. I believed that (,)for those who are divorced 7. it(’)s B2 1. few categories okay maybe 1. few categories(,) okay(,) maybe Interferences of mother tongue B1 1. hehe happy happy me. 2. 'Are you serious you letting her marry off so young?’ 3. 'How will you guys live after marriage? Both not stable yet, financially and mentally.' 1. Hehe..I’m happy 2. 'Are you serious marrying her off so young?’ 3. 'How will you guys live after marriage? Both of you are not stable, financially and mentally.' B2 - -
- 19. Spellin g B1 1. Extend 2. Does one writing 3. Thoughts and nonsenses 1. Extent 2. Does one’s writing 3. Thought and nonsense B2 1. Careless 1. Care less Sentence structure B1 1. going on in my mind of late 2. I just yet to have 3. but reality is that 4. I wish and hope and cross fingers hoping intensively 5. It's 23 days into January 2014 6. I'll only write things be going great after the 14th of Feb 7. I blog because I love writing actually. 8. to read my life events back 9. I certainly will enjoy it more 10. 'Are you serious you letting her marry off 11. 'Young people they tend to not think 12. inevitable really 13. and to not repeat 1. going out in my mind lately 2. I have just yet to 3. but that is the reality 4. I wish and cross my fingers, hoping intensively 5. it’s 23 days in January 2014 6. I’ll only write things that are great after the 14th of Feb 7. Actually, I blog because I love writing. 8. to read back my life events 9. I will certainly enjoy it more 10. ‘Are you serious marrying her off 11. 'Young people they tend not to think 12. really inevitable 13. and not to repeat B2 - - Preposition B1 1. we got engaged mid April 1. we got engaged in mid-April B2 - -
- 20. There are 77 errors detected which are further classified into 10 categories. Those categories are:- 1) Singular-plural 2) Articles/Determiner 3) Diction 4) Tenses 5) Conjunction 6) Punctuation marks 7) Interferences of mother tongue 8) Spelling 9) Sentence structure 10) Prepositions.
- 21. The top highest The top lowest Categories Numbe r of error Categories Number of error Blogger 1 Tenses 15 Article 3 Spelling 3 Sentence Structure 13 Preposition 1 Punctuation Marks 7 Conjunction 2 Blogger 2 Tenses 8 Singular – Plural 1 Diction 5 Punctuation Marks 1 Article 5 Spelling 1
- 22. The interference of the mother tongue can be seen in Blogger 1, where 3 interferences were being detected. While in Blogger 2, there is no such interference happening. It can be seen that both bloggers had committed the most error in tenses which proof that tenses are the major problem for ESL students. This problem is considered as a global error according to CAH. It is a more serious error because it usually impedes understanding.
- 23. The second highest error recorded for blogger 1 is sentence structure. This is because the blogger tends to write long sentences without the using punctuation marks when needed to do so. This causes the structure of the sentence to be unorganized or incomplete. On the other hand, blogger 2 tense to do a lot of diction mistakes due to lack of vocab. The result also shows that blogger 1 committed the least errors in preposition, conjunction, article and spelling while Blogger 2 did least errors in Singular- plural, punctuation marks and spelling. They committed least in these categories because they have already passed the stage where these categories are considered as an easy level for them. Those who commit a lot of errors in these categories are usually from the beginner level. The first blogger’s writings tend to be influence by her mother tongue due to the uses of Manglish in her writing. Being a mix child of Chinese and Malay causes her to use Malay and Mandarin as her mother tongues. These languages have influence her writing in English.
- 24. CONCLUSION All in all, this study managed to answer the research objectives which are:- 1) to identify the common errors done in blogs by ESL learners 2) to identify whether one’s writing is affected by their first language and culture. Second-language learners tend make the most mistakes in Tenses while the least mistakes are in preposition, singular- plural, conjunction and spelling. The learner’s L1 does influence their writings. More in-depth research can be done by future researchers.