Abstract
According to the constructivism learning theory, blog may act as a useful tool for improving writing capability. For this purpose, the present article attempts to explore the potential of blog for improving English writing in the Chinese tertiary EFL classrooms. A quasi-experimental study was conducted in a Chinese university to compare the effects between traditional in-class process-oriented writing instruction and blog integrated writing instruction. Result of the experiment shows that blog integrated writing instruction resulted in better writing performance. Therefore, the claim that blog may promote more effective writing instruction is substantiated.
Highlights
Writing has always been an important aspect in the Chinese EFL classrooms
The present article attempts to explore the potential of blog for improving English writing in the Chinese tertiary EFL classrooms
Blog-Integrated Writing Instruction Blog-integrated writing instruction consists of three stages, that is, preparation, writing and revision
Summary
Writing has always been an important aspect in the Chinese EFL classrooms. With the development of internet technology, blog has provided a great potential to facilitate English writing, especially for the Chinese students who lack sufficient exposure to the authentic English language. According to the College English Curriculum Requirement, which was formulated by the Chinese Ministry of Education in 2004, we should promote computer and internet based English teaching in the Chinese tertiary classrooms. For this reason, the present article explored the effect of blog on the students' writing performance in the Chinese tertiary classrooms
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