The paper titled "Use of Blogging to Improve Writing Skills: A Study Conducted on EFL Freshman Students" focuses on the effectiveness of using blogging as a tool to enhance the writing skills of first-year English as a Foreign Language (EFL) students. The research specifically investigates the impact of blogging on students' ability to write about current global events, comparing this method with traditional paper-and-pencil writing tasks.
The purpose of the study is to determine whether blogging can significantly improve the writing skills of EFL students and to explore how blogging influences students' attitudes toward writing activities. The study also aims to understand the differences in writing skill development between students who use blogs and those who rely on traditional methods.
The methodology employed in the study involves an experimental design with two groups of male EFL freshman students at the Faculty of Languages and Translation (FLT) at King Khalid University in Saudi Arabia. The experimental group, consisting of 24 students, used blogging as their primary writing activity, while the control group of 23 students engaged in traditional writing tasks. Both groups were pre-tested and post-tested on their writing skills, and the results were analyzed using statistical methods.
The key findings reveal that the students in the experimental group who used blogging showed significant improvement in their writing skills compared to the control group. The blogging activities fostered a positive attitude toward writing, encouraged active participation, and provided a safe environment for students to express themselves and receive feedback. The study also found that blogging helped raise students' global awareness by engaging them in writing about relevant and contemporary global issues.
In conclusion, the study suggests that blogging is a valuable tool for improving writing skills among EFL students, particularly when focused on current global events. The research emphasizes the importance of learner-centered activities, active engagement, and peer feedback in fostering writing development. The findings imply that incorporating blogging into EFL writing courses could be beneficial, especially in enhancing students' motivation and performance in writing. The study recommends further research on the use of blogging in different educational contexts and its impact on other language skills.