College Students’ Responses to a Class Blog in English Grammar Courses

By Ching-Huang Wang.

Published by The Technology Collection

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Article: Print $US10.00
Article: Electronic $US5.00

This study aims to show the responses of two classes of Taiwanese freshmen (N=98; M: 16, F: 82) to a class blog ( in the English Grammar courses offered to Applied Foreign Languages (AFL) freshmen in a mid-southern university in the academic year 2007-08, especially from the perspectives of learning about English sentence patterns and English-sentence-pattern-based sentence-making practice. Data collection included six-point-scaled 21-item course evaluation questionnaires together with free comments, class blog postings, and the students’ final reflection papers. The results of the study indicated that, overall, the responding students reported a class blog significantly helped them to learn about English sentence patterns (M=5.16) and practice making sentences (M=5.29). The results also showed that the responding students reported a significant relation between the class blog and their ability (M: 4.81–5.09), emotion (M: 4.60–4.77), behavior (M: 4.33–5.01), cognition (M: 4.50–4.93) and others (M: 4.84–4.97). All the results of the questionnaire were particularly supported by the students’ reflection papers; several excerpts from these reflection materials are presented for evidence and discussion in this paper. On the other hand, a number of possible reasons are listed to interpret the negative responses to certain questionnaire items. Furthermore, suggestions are made for interested teachers who are using, or will employ, class blogs to assist their students’ improvement. In addition, implications are generated for interested (teacher) researchers to work on identical or further studies pertaining to class blogs, which will contribute to the research, theory and practice of educational technology and language acquisition.

Keywords: Class Blog, Sentence Pattern, Sentence-making, English Grammar

International Journal of Technology, Knowledge and Society, Volume 7, Issue 5, pp.29-46. Article: Print (Spiral Bound). Article: Electronic (PDF File; 915.976KB).

Prof. Ching-Huang Wang

Associate Professor & Chair, Department of Applied Foreign Languages, National Formosa University, Yun-lin, Taiwan

Ching-huang Wang, Associate Professor and Chair in the Department of Applied Foreign Languages at National Formosa University, Taiwan, is mainly engaged in research in TESOL, bibliotherapy, identity, critical literacy, and syllabus design.


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