The effects of blogging on enhancement of L2 learners' writing skills at preparatory class level

In the last three decades, the integration of computers, and internet-related tools into language teaching has enabled the teachers to move the instructional practices beyond the boundaries of schools. Of the second generation Web 2.0. tools, blogs have been found to enhance students' foreign language uptake and foster language learning. Since blogging is a relatively new phenomenon introduced to language learning, there is a paucity of literature with regard to blogging practices in foreign language writing instruction. In this respect, this study set out to find the effects of blogging on participants' writing performance in blogging embedded preparatory EFL writing classes. Thirty-nine EFL preparatory class students from a school of foreign languages at a state university formed the participant pool. While the quantitative data utilized in the study were collected through pre-test, post-test, blog posts, two questionnaires, and document analysis, the qualitative data were elicited via semi-structured interviews. The quantitative data were processed via SPSS 25 and Excel, and the qualitative data were analyzed through thematic analysis. The results of the nine-week quasi-experimental, mixed data set study indicated that participants in the intervention group outperformed the participants in the control group, and the intervention led to improved linguistic accuracy, organizational skills, and cooperation among participants. Increased perceived learning and high levels of motivation were also attained as a result of the blogging process. However, the study also gave rise to several themes associated with negativity, some of which found to be novelties in the field, concerning integrating blogs into L2 writing instruction. Keywords: English preparatory program, written corrective feedback (WCF), English language learning, blogging, EFL composition, L2 writing