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|Title||The Effect of Using Weblog on Enhancing Palestinian Eleventh Graders' English Writing Performance and their Attitudes towards Writing|
This study aimed at investigating the effect of using the weblog as a teaching and learning tool supportive to the process writing approach on enhancing Palestinian eleventh graders’ English writing performance in general and writing product skills and writing processes in particular and improving their attitudes towards writing in English. To achieve this aim, the researcher followed a quasi-experimental approach so she chose a purposive sample of 40 EFL female students studying at Dallal Al Mughrabi Secondary "A" Girls' School in the Directorate of Education-East Gaza. The participants were divided into two equivalent groups: a control group of 20 students, and an experimental one of 20 students. The two groups were equivalent in terms of their age, previous learning, and achievement in English language in general and achievement in English writing in particular and in the use of the writing processes. The researcher used three tools. The first tool was a writing attitudes scale to explore students' attitudes towards writing in English before and after the intervention. The second tool was a process writing questionnaire to find out to which degree students use the writing processes before and after the intervention. The third tool was a writing achievement test to measure students' writing performance in general and their writing product skills in particular before and after the intervention. In addition, the weblog was used as a teaching and learning tool supportive to the process writing approach for explaining the writing lessons included in the second-term of English for Palestine 11. The collected data were analyzed and treated statistically through the use of SPSS. The findings of the study revealed that there were statistically significant differences between the mean scores attained by the experimental group and those by the control group in the post writing achievement test in favor of the experimental group. This showed a remarkable improvement in English writing performance of the experimental group students in general and in their writing product skills in particular as compared with the control group students. Moreover, the findings indicated that that there were statistically significant differences between the mean scores attained by the experimental group and those by the control group in the process writing questionnaire in favor of the experimental group. This showed a statistically significant increase in the students' use of the writing processes as a result of the use of the weblog in the writing classroom. Likewise, the findings indicated that there were statistically significant differences between the mean scores of the experimental group on the writing attitudes scale before and after the experiment in favor of the after administration of the experiment. This means that the participants' attitudes towards English writing after the implementation of the weblog positively changed. Additionally, implementing the effect size equation, the study revealed that the weblog project had a large effect size in favor of the experimental group. In light of those findings, the researcher recommended the necessity of using the weblog in teaching English writing to attain better results in students' English writing achievement, to enable them to use the writing processes and to develop their attitudes towards English writing. Also, the researcher suggested that further researches should be conducted to explore the effect of the use of the weblog on different English language skills and other school subjects.
|Publisher||الجامعة الإسلامية - غزة|
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