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Conclusion
The study aimed to explore the attitudes of Saudi EFL learners towards writing in the class blog. The study found the integration of blogs into their writing course was effective toward writing blogging. It also, seemed that their experience and their attitudes with using a blog in their EFL writing course were positive according to their feedback in the interview. They all agreed that the blog gave them an open forum to communicate, connect, and discuss with their classmates and teacher. As a result of the interaction established by the blog and the process of exchanging feedback among the learners, they perceive the blog as a valuable learning tool and a unique experience that helped them enhance their EFL writing skills. Limitation of the study
• The sample population for this case study consisted of a small group of undergraduate students at Saudi University, therefore, cannot be generalized to a larger population.
• This study depended on one research method namely interviews to collect data collection. Consequently, this can be a shortcoming, as the recommendation in this issue is that more research methods be used to collect data to guarantee that we have valid and reliable data. Recommendation and suggestions This small case study was conducted with five students to explore the Saudi perceptions towards the use of blogs in their writing classes. According to the aim and results of this study, the following recommendation and suggestions are made:
• It is suggested that this study be duplicated with a large group of students
• More qualitative studies are recommended to be conducted to investigate the effects of using the blog in more depth as well.
• It is recommended that more qualitative methods like diaries, observation, interviews, etc. be employed in future studies that are prepared to investigate the effect of using the blog in writing classes.
• It is recommended that the blog software be included in the writing courses as the practical part of the course.
• It suggested that more qualitative done to investigate the use of blogs in other courses such as speaking, listening, and reading
• It is suggested that other studies were conducted to investigate the performance of the EFL learners through blog technology with employing the pre and post-test to measure the achievement of the students with using the blog.
Interactive Writing
A handy guide to interactive writing steps in the classroom. Find out how to use this useful group learning tool for language, handwriting and communication for early years children and teaching ESL.
What is interactive writing?
Interactive writing is a writing process that can be used to help younger children as they learn how to write. It involves activities that focus on the sharing of a pen between the teacher and students. The purpose of this model is to teach children about the physical act of writing by allowing them to directly copy the demonstration of the teacher. Because of this, it is a useful classroom tool for teaching about letter formation, cursive writing, and other writing skills that require a good understanding of the shape and direction of writing. It can also be used for guided writing activities that focus on spelling and vocabulary.
Interactive writing can be done in a one-on-one private lesson, or with a small group of students. By following the guide of the teacher, children can advance far quicker than if they were writing on their own. Interactive writing is suitable for early years and early primary children, and it can even be used to improve the spelling of older primary children for more advanced vocabulary lessons.
Examples of interactive writing
Interactive writing could be easily integrated in the teaching day. For example, a teacher could write on the board ‘the day today is...' and then ask someone from the class to volunteer to complete the sentence. This will give the pupil a chance to practice their spelling and writing skills while following the guide set by the teacher.
For older children, a teacher could ask the children to write a word with four syllables, and then underline the individual syllables. First, the teacher would write an example word, like ‘caterpillar’. The children who volunteer would be encouraged by this task to think about the sounds and building blocks of words, which can make them feel more confident about spelling.
Here are a few more areas where interactive writing could be used in the classroom:
Alphabet and forming letters
Upper and lowercase letters
Capitalising words
Contractions
Compound words
Commas in dates, a series, and addresses
Writing the date
What are the interactive writing steps?
Interactive writing is a handy tool in the classroom, though it does require some forward planning to base a lesson around. Here is a quick guide to planning your own interactive writing lesson.
Step One
The first interactive writing steps are to make sure that you have the space, materials and time needed to complete the lesson.
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