Website Blogs and EFL Learners' Writing Performance

Abstract

The current study aimed to explore the effect of using blogs on EFL learners’ writing performance. The participants of the study consisted of 60 female learners in the 11th grade. The quasi-experimental approach was employed in this study. The participants of the study were arbitrarily allocated into three groups; two of them were experimental (websites blogs, and photoblogs) and a control group that was instructed utilizing the conventional approach. All participants sat to a pre-/post-test. A four-question achievement test related to writing skill was designed to measure students' writing performance. The findings of the study showed that there were statistically significant differences between the mean scores of the control group (conventional instruction), and the experimental groups (website blogs and photoblogs) in favor of the experimental groups in writing. Lastly, related recommendations directed for educators, researchers and students were presented.