Abstract:
Blog use may offer instructors a helpful tool for teaching writing at the tertiary
level in Teaching English as a Foreign Language (TEFL) classrooms. This
article reports on a quasi-experimental study regarding the effect of blogcentered
writing instruction on students’ writing performance. Fifty intermediate
English students at a Turkish university participated in the study. The control
group (n ¼ 23) received in-class process-oriented writing instruction and the
experimental group (n ¼ 27) integrated blogs into their writing processes by
using a blog software. Based on the analyses of students’ written work, the
findings suggest that blog-integrated writing instruction might have resulted in a
greater improvement in students’ writing performance than merely in-class
writing instruction. The study therefore supports the conclusion that English as
a Foreign Language practitioners’ use of blog software has potential to promote
more effective writing instruction.
