The Effects of Blogging on Vocabulary and Language in Learning Writing Skill at Intermediate Level

Abstract

The present study measured the effects of blogging on enhancing the English writing performance of intermediate learners in terms of language and vocabulary in the writing skill. The researcher used a pre-test and post-test true experimental design for the present study. For this purpose, the researcher got prior permission from the head of the concerned college and took a pre-test from 68 intermediate part-2 students. The aim of the pretest was to assess the levels of learners’ writing in the English language in terms of language and vocabulary. To achieve the research objectives and test the null hypotheses, an independent sample t-test was applied to get the mean difference between the post-test scores of the two groups. The mean scores and significant difference between blogging and pen-and-paper groups on the variable of pre and post-test scores were tested at the significant level of 0.05. The salient differences of blogging were multiple; speedy, anywhere, anytime feedback from teachers and bloggers, and peer review at their convenience. Study findings indicated that the blogging effect was significant in enhancing the writing performance with respect to language and vocabulary of text writing. It was also found that technology-based internet writing, peer review, peer feedback, and anywhere-anytime learning via blogging were more effective as compared to traditional pen-and-paper writing.