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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
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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
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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
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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
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BLOGGING AND WRITING IN A FOREIGN LANGUAGE 4
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
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BLOGGING AND WRITING IN A FOREIGN LANGUAGE 5
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
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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
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BLOGGING AND WRITING IN A FOREIGN LANGUAGE 7
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
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BLOGGING AND WRITING IN A FOREIGN LANGUAGE 8
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.
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BLOGGING AND WRITING IN A FOREIGN LANGUAGE 9
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
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BLOGGING AND WRITING IN A FOREIGN LANGUAGE 10
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?
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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.
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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
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BLOGGING AND WRITING IN A FOREIGN LANGUAGE 13
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
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BLOGGING AND WRITING IN A FOREIGN LANGUAGE 14
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
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BLOGGING AND WRITING IN A FOREIGN LANGUAGE 15
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
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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
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-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.
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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
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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)
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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.
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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