Weblog-Based Collaborative Learning: Iranian EFL Learners’ Writing Skill and Motivation

Saeed Taki, Elham Fardafshari


This study investigated the effect of weblog-based collaborative learning on  young Iranian EFL learners’ writing skill and motivation. To this end, the participants were selected from a language institute and divided into two groups of experimental and control each with 40 female students in the age range of 18 to 25. They were classified as low, intermediate, and high according to their level of language proficiency. While the control group attended classes, the students in the experimental group were simply asked to put their writing assignments on the weblog. They were asked to read each others’ writings and make comments and corrections. A pre-test measured the participants’ initial behavior in writing. A parallel test was conducted at the end of the study to check the effect of the treatment on the students’ final behavior in writing. Their writing was scored by using the scoring rubric adapted from Rog (2007). A questionnaire was also used to check the blogger’s motivation. The analysis of the data revealed that the blogging integrated collaborative learning instruction was more effective than in-class language learning instruction. The results of the study indicate that blogs as a tool for language learning provide a platform for language learners to use the language actively. Finally, learners were motivated to use language and build their autonomy in learning language.


Keywords: Blogging, Collaborative writing, Weblog, Language learning, Motivation

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DOI: https://doi.org/10.5296/ijl.v4i2.1663

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