O n f e r e n c e

RQ 
3
(Affective 
development) 
 
(1)
Second 
Language 
Writing 
Motivation and 
Effort 
Questionnaire 
(2)
Second 
Language 
Writing Anxiety 
Inventory 
(3)
Writing 
Self-
Efficacy Scale 
Questionnaires 
administered twice, 
one in the fourth 
week and the other 
in the last week. 
A series of ANCOVA for 
comparison 
RQ 
4
(Students’ 
Perceptions 
on 
the 
writing course) 
Students’ 
Perceptions 
Questionnaire 
for 
both classes 
Questionnaire 
administered in the 
last week 
A series of 
t
-test for 
comparing 21 generic 
items
 
RQ 
5
(Blogs’ four 
features) 
Students’ 
Perceptions 
Questionnaire 
for 
the 
experimental 
class 
Questionnaire 
administered in the 
last week 
A proportional analysis 
of the additional 15 
blog-related items 
Table 1. A Summary of the Method in Chen’s (2010) Study
 
Results 
The findings showed that the integration of blog did not work better than a conventional 
writing class in enhancing students’ linguistic performance. Also, the blog
-integrated 
writing class did not show as many affective benefits as the non-blog class. The control 
class even surpassed the experimental class in writing self-efficacy (self-confidence). 
Yet, perhaps due to a larger exposure to the target language materials and the aid of the 
reverse-chronological order of blogs, the integration of bl
og helped enhance students’ 

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
metalinguistic awareness. With regard to students’ class perceptions on the course of 
study, the two classes did not differ significantly from each other. However, they both 
showed positive attitudes toward their own writing classes. In short, the empirical 
evidence of this study in part substantiates the survey and questionnaire types of studies 
on the benefits of blogs in ESL/EFL learning and in part challenges the idealistic 
assumptions about the application of blogs. Finally, the findings in the part of writing 
self-efficacy direct our attention to the uniqueness of individual students that come 
together to form a particular context of learning.