|تعداد مشاهده مقاله||8,765,517|
|تعداد دریافت فایل اصل مقاله||5,771,835|
Second Language Writing Through Blogs: An Investigation of Learner Autonomy
|Iranian Journal of Applied Language Studies|
|مقاله 7، دوره 11، شماره 2، دی 2019، صفحه 165-190 اصل مقاله (169.4 K)|
|نوع مقاله: Research Paper|
|شناسه دیجیتال (DOI): 10.22111/ijals.2019.5448|
|Behzad Nezakatgoo 1؛ Jalil Fathi2|
|1Allameh Tabatab’i University, Tehran, Iran|
|2University of Kurdistan, Sanandaj, Iran|
|Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and experimental groups. Over a 16-week semester, the control group students (n=21) were taught based on regular in-class writing instruction and the students in the experimental group (n=25) made use of blogs in addition to the traditional in-class writing instruction. The data were collected through administering a learner autonomy instrument, consisting of metacognitive, cognitive, social, and affective components, and conducting semi-structured interviews. The results of both quantitative and qualitative data revealed that the blog-mediated writing instruction contributed to enhancing learner autonomy of the participants. More specifically, the students who experienced blog-mediated writing activities showed improvement in metacognitive and cognitive components of learner autonomy. The findings offer significant implications for EFL teachers.|
|Learner Autonomy؛ Blogs؛ EFL Writing؛ Metacognitive؛ Cognitive|
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