04051002177 using online blogs to enhance writing skills of grade 11 students at an upper secondary school in hanoi

04051002177 using online blogs to enhance writing skills of grade 11 students at an upper secondary school in hanoi

INTRODUCTION

Rationale for the Research

Beyond its communicative value, writing is also a key indicator of language development As Afrin (2016) notes, written tasks often reflect a learner’s ability to control vocabulary, grammar, and discourse structure in an integrated way This makes writing a powerful tool for both learning and assessment However, among L2 learners, writing is frequently regarded as the most cognitively demanding skill due to the high level of linguistic, organisational, and conceptual control it requires (Hyland, 2003) This challenge is particularly evident in academic writing contexts, where learners must not only demonstrate accuracy, but also coherence, fluency, and audience awareness

To address these challenges, digital tools such as blogs have emerged as promising platforms for writing instruction According to Lowe & Williams

(2004), blogs foster learner engagement with new ideas, encourage reflective thinking, and help bridge prior and new knowledge They offer flexible, student- centred spaces that promote autonomy, self-expression, and ongoing revision

In Vietnam, English is taught as a compulsory subject from primary to upper secondary levels under the guidance of the Ministry of Education and Training

(MoET) The 2018 General Education English Curriculum (GEEC) emphasizes the development of students’ communicative competence across four macro skills: listening, speaking, reading, and writing However, despite this

2 communicative orientation, writing remains one of the most challenging and least prioritized skills in actual classroom practice (Hoang, 2022)

At the upper secondary level, English classes are typically mixed-ability, with each class allocated three 45-minute periods per week Due to time constraints and the pressure of high-stakes examinations, teachers tend to prioritize grammar, reading and test-taking skills over writing practice Writing is commonly taught through a product-oriented approach, with emphasis on accuracy and final output, rather than on the recursive stages of the writing process (Pham & Truong, 2021)

In Vietnamese upper secondary EFL classrooms, writing instruction remains largely product-oriented, with a strong emphasis on completing controlled, textbook-based tasks Typically, students are assigned only one writing lesson per unit, which involves generating short paragraphs from prompts without engaging in key stages of process writing such as brainstorming, drafting, peer feedback, or revising (Pham & Truong, 2021) This static approach tends to reduce writing to a mechanical routine rather than a process of meaning-making or personal expression Tran (2007) similarly critiques this pattern, suggesting that such methods deprive learners of opportunities to develop voice and agency in their writing

It is within this narrow framework that students come to associate writing with tedium and test performance, rather than with creativity or communication With few chances to write for authentic audiences or reflect on their ideas, learners often struggle to build fluency, organize their thoughts coherently, or expand their vocabulary Nguyen’s (2021) study, grounded in student perspectives, confirms these concerns: learners not only perceive writing tasks as uninspiring but also admit to avoiding them altogether when possible, citing lack of confidence and fear of failure

At the research site, preliminary classroom observations and initial writing tasks revealed that many Grade 11 students lacked the foundational competencies required for effective academic writing Their texts were frequently disorganised, with underdeveloped ideas, minimal cohesion, and limited lexical variety Instead of using writing to communicate meaning, students often focused narrowly on avoiding grammatical mistakes, showing little awareness of structure or audience This mismatch between the curriculum’s expectations and students’ actual readiness highlighted the urgent need for more meaningful, process-based writing instruction that promotes both skill development and learner confidence

Although the pedagogical potential of blogs has been documented internationally, their application in Vietnamese upper secondary classrooms remains underexplored In particular, there is limited evidence on how blog- based writing can address common writing difficulties while enhancing student motivation and engagement in EFL contexts This study, titled Using Online Blogs to Enhance Writing Skills of Grade 11 Students at an Upper Secondary School in Hanoi, was therefore conducted to investigate the possible effects of using online blogs on writing skills of upper secondary students and their attitudes towards this alternative method.

Aims and Objectives of the Research

This study aims to examine the effects of using online blogs on Grade 11 students’ writing performance within the Vietnamese upper secondary English curriculum, specifically, it seeks to: 1) investigate the extent to which blog-based writing activities improve students’ writing skills, and 2) explore students’ attitudes towards using blogs as a tool to support their writing development.

Research Questions

To achieve the stated goals, this study was conducted to address two research questions:

To what extent does using online blogs as a supplementary tool affect the writing skills of 11 th grade students at an upper secondary school in Hanoi?

What are the students’ attitudes towards using online blogs as a supplementary tool for the improvement of their writing skills?

Scope of the Research

This research project was carried out in a non-English majored class with the participation of twenty-six 11 th grade students at an upper secondary school in twelve weeks Over a twelve-week period, the teacher-researcher implemented an intervention using online blogs and then examined its effectiveness in improving students’ writing skills and their attitudes towards the use of online blogs The 2018 General Education Curriculum (GE Curriculum) of Vietnam sets clear goals for English language learning at the upper secondary level, including Grade 11 Students were expected to produce coherent and well- structured texts such as paragraphs, opinion essays, advantage–disadvantage articles, and proposals on a range of familiar topics, using appropriate vocabulary, grammar, and organizational patterns, at an independent user level (equivalent to CEFR B1+) Therefore, challenges of teachers and students in implementing this tool in enhancing other language skills would be beyond the scope.

Method of the Research

The study adopted an action research methodology, incorporating a blend of both quantitative and qualitative data to provide a comprehensive analysis The first research question, which investigates the effects of online blogs on students’ writing skills, was addressed through pre-test and post-test writing tasks as well as analysis of students’ blog posts These instruments provided both measurable evidence of progress and authentic samples of students' written work throughout the intervention The second research question, which

5 explores students’ attitudes towards the use of online blogs in writing instruction, was investigated using a questionnaire, designed to gather quantifiable responses, and semi-structured interviews, which allowed for more in-depth, qualitative exploration of student perceptions and experiences Together, these instruments offered a comprehensive view of both the impact of the intervention and the learners’ engagement with it.

Significance of the Research

The purpose of this research project was to find out how well students' writing skills were affected by online blogs in a Vietnamese context It also looked at the unconventional ways in which blogs might support students' writing skill development, which can greatly enhance writing education There are a host of reasons why this study is important First, the study's findings add to the body of knowledge about the effectiveness of using blogs to improve upper secondary school students’ writing abilities in Vietnamese context Second, the study encourages EFL instructors and students to apply digital approaches that optimize writing performance: blogs digitize and transform writing lessons Third, the findings provide useful and applicable information for educators, students, curriculum designers, blog designers, and decision-makers in the field of education.

Structural Organization of the Thesis

This study includes five chapters:

Chapter I - Introduction covers the rationale, aim scope, methods and significance as well as the design of the study

Chapter II - Literature review provides a critical review of some previous studies relating to the research problem, presenting theoretical background relating writing features, online blogs aspects, and the use of blogging in the classroom

Chapter III - Methodology presents the methodology of the study, including

6 the background information of the context where the study was carried out, the subjects, the instruments used to collect the data, and the procedures of data collection and data analysis

Chapter IV - Findings and Discussions presents a comprehensive account of the data analysis procedures, through which the research findings are systematically derived and critically interpreted

Chapter V - Conclusions recapitulates the thesis with synthesis of the major findings, implications, limitations and suggestions for further studies in the future.This part will be followed by References and Appendices

LITERATURE REVIEW

An Overview of Writing Skills in EFL Contexts

Writing plays an integral part in the development of the English language and in language instruction overall As a result, linguists and scholars have established numerous definitions of writing due to its significant importance Nunan (2003) asserts that writing was a cognitive and physical process that seeks to generate and convey ideas in coherent statements and paragraphs to an audience He clearly categorizes writing as both a process and a product The process refers to the cognitive progression made by the writer, while the product is what remains for readers to read Harris (2006) agrees that writing requires an extended amount of time to take place, as for Brannon (1982), writing is more than just a series of words, sentences or paragraph generated in accordance with a plan, but a process of deliberate decisions (Lannon, 1992) Moreover, writing has increasingly been viewed as a social process, in which the production of texts reflects the use of specific methodologies, arguments,

8 and rhetorical strategies designed to engage academic peers and persuade them of the writer’s claims, as affirmed by Hyland (2015) For a second language learner, writing is a challenging language skill to master (Tribble, 1996), and from the perspective of a teacher, it is rather difficult to separate writing skill from the acquisition of the other three skills, namely speaking, reading and listening (River, 1981) Gaining a deeper understanding of the core concept of writing can offer valuable knowledge on various methodologies employed in teaching this skill

In this study, I follow the notion that writing is the process through which learners express their thoughts in written form, shaped by both internal reasoning and external communicative goals In a second language classroom, writing development not only reflects linguistic competence but also learners’ ability to think critically, communicate effectively, and engage with others through written discourse

2.1.2 Writing as a Core Language Skill

Writing is widely recognized as one of the most challenging yet essential skills in second and foreign language learning Unlike receptive skills such as reading or listening, writing requires learners to actively produce language, integrating vocabulary, grammar, organization, and critical thinking simultaneously (Hyland, 2015) In EFL contexts, writing not only serves as a medium for communication but also plays a crucial role in consolidating language knowledge Through writing, learners engage in language processing at a deeper cognitive level, which contributes to long-term language acquisition (Graham, 2008) For high school students, particularly in exam-oriented systems like Vietnam’s, writing is also a high-stakes skill, heavily tested in national assessments However, beyond test preparation, writing provides learners with opportunities to develop argumentation skills, creativity, and the ability to express complex ideas in a structured manner As academic

9 requirements and workplace demands evolve, the ability to write clearly and effectively in English has become indispensable for students aiming to succeed in higher education or global job markets (Le & Nguyen, 2022)

2.1.3 Writing Requirements for 11th Grade Students in Vietnam

The 2018 General Education English Curriculum of Vietnam outlines clear writing skill outcomes for Grade 11 students, corresponding to an intermediate proficiency level By Grade 11 (the second year of upper secondary), learners are expected to approach Level 3 of Vietnam’s six-level proficiency framework, equivalent to the Common European Framework of Reference for Languages (CEFR) B1 level (Ministry of Education and Training [MoET],

2018) Writing is emphasized as a core communicative skill alongside listening, speaking, and reading, within a theme-based approach to language instruction that provides meaningful contexts for authentic language use (MoET, 2018) Key Grade 11 writing outcomes enable students to effectively communicate in written English Specifically, at the end of the 11 th grade, students are expected to be able to compose well-structured texts, including an introduction, body paragraphs, and a conclusion (MoET, 2018) Additionally, students are expected to write a range of public genres, such as letters, proposals, articles, and opinion paragraphs, on familiar topics, following genre-specific structural conventions taught in the classroom These texts typically range from 120 to 150 words, and are assessed according to four standard criteria, namely content, communicative achievement, organisation, and language (MoET, 2018)

These outcomes align closely with CEFR B1 descriptors, which characterize learners as capable of producing coherent texts on familiar subjects and managing routine written correspondence (Council of Europe, 2020) By Grade

12, students aim to fully reach CEFR B1, including writing tasks involving personal experiences, events, and expressing opinions (MoET, 2018) The

Grade 11 curriculum thus emphasizes the development of paragraph-writing skills and functional writing tasks as foundational steps toward these broader proficiency goals

Assessment of writing skills in Grade 11 incorporates both formative and summative approaches Formative assessment methods such as in-class writing tasks, peer review, and writing portfolios provide ongoing feedback to students (MoET, 2018) Summative assessments typically include writing tasks like composing essays or letters, reflecting the communicative goals specified by the curriculum (MoET, 2018) Qualitative assessments, including teacher and peer evaluations, further complement quantitative measures, offering a holistic evaluation of student writing progress (MoET, 2018)

In summary, the Grade 11 writing requirements outlined in Vietnam’s 2018 English curriculum emphasize the development of structured, coherent, and purpose-driven written communication aligned with intermediate proficiency goals These requirements support students in progressing toward CEFR B1 level by engaging them in genre-based tasks on familiar topics, assessed according to clearly defined criteria By integrating both formative and summative assessment approaches, the curriculum promotes a comprehensive evaluation of students’ writing skills, preparing them for real-life communication needs and subsequent academic demands (MoET, 2018; Council of Europe, 2020).

Technology Integration in EFL Writing Instruction

A blog is a dynamic web-based platform that allows users to create and publish posts in a reverse chronological format These posts can contain text, images, audio, video, and hyperlinks, and are typically accompanied by features such as tags, comments, archives, and permalinks (Aydin, 2014) Unlike static

11 websites, blogs focus on user interaction and ongoing content updates, encouraging engagement with readers over time

One of the key strengths of blogs is their simplicity Blogging platforms such as WordPress and Blogger are user-friendly and do not require advanced technical skills This accessibility allows both educators and learners to participate easily in digital content creation (Yuen, Loh, Lam, & Ng, 2010) In addition, blogs automatically store and organize content, making it easy to retrieve and review posts later This feature supports long-term learning and reflection (Yuen et al., 2010)

In educational contexts, blogs support personal expression, collaborative learning, and reflective thinking Angelaina and Jimoyiannis (2012) emphasized that educational blogs create a participatory learning environment, encouraging learners to share content and interact with peers Similarly, Aydin

(2014) highlighted the role of blogs in shifting from teacher-centered to learner- centered classrooms Blogs are also adaptable to a variety of instructional approaches, including blended and online learning (Churchill, 2009)

Blogging refers to the activity of writing, publishing, and interacting on blogs

In English language teaching, blogging has shown great potential for developing writing skills It supports teaching approaches that focus on communication and the writing process, as it encourages continuous practice, peer feedback, and meaningful communication (Aydin, 2014; Han, 2022) Research shows that blogging can lead to real improvements in students' writing For example, Han (2022) found that Chinese EFL students who took part in blog-based writing tasks became more motivated and produced better writing in terms of fluency and organization Similarly, a study by Alsubaie and Madini (2018) in Saudi Arabia showed that blog writing helped university students improve their vocabulary, content, and structure

One of the reasons blogging works well is that students write for an audience beyond just the teacher This gives them a real sense of purpose and motivates them to write more clearly and thoughtfully (Perumal, 2022) The presence of an authentic audience was also shown to encourage audience awareness and language accuracy (Alaỗam-Dehneliler & ệzkan, 2023) Blogs also allow students to comment on each other’s posts, which builds a sense of collaboration and encourages learners to give and receive feedback (Angelaina

Campbell (2003) identified three types of educational blogs: tutor blogs (run by teachers), learner blogs (managed by individual students), and class blogs (used by the whole class) Among these, learner blogs are especially useful for helping students develop their writing skills while still allowing interaction and discussion

2.2.3 Blog-Based Writing and Vietnamese EFL Learners

In Vietnam, writing is often considered the most difficult skill for high school students learning English This challenge is rooted in traditional instruction methods that emphasize grammatical accuracy and test performance over meaningful writing experiences (Nguyen & Ta, 2023) Studies have shown that this teacher-centered approach leaves students with limited confidence and few opportunities to express their ideas in writing (Pham & Nguyen, 2020)

Blog-based writing offers a promising alternative Nguyen and Ta (2023) found that Vietnamese students who wrote blog posts regularly showed improvements in organizing ideas, developing content, and revising their work These students also displayed more confidence in expressing their opinions publicly Similarly, Le and Doan (2021) observed that blog integration led to increased learner autonomy, better time management, and improved writing performance

Blogging is aligned with the objectives of Vietnam's 2018 General Education

Curriculum, which emphasizes digital literacy, communicative competence, and learner autonomy (Le & Doan, 2021) When students engage in blogging, they practice drafting, revising, and reflecting, all of which are essential elements of the writing process (Nguyen & Ta, 2023)

However, implementing blogs in Vietnamese classrooms is not without challenges Pham and Nguyen (2020) reported that unequal access to technology and limited digital skills among teachers and students can hinder effective integration Still, with proper scaffolding and teacher support, blogging has been shown to be a powerful tool for improving EFL writing outcomes in Vietnam

In this study, blog-based writing is used to help 11th-grade students improve their writing through weekly tasks aligned with textbook content The model includes peer feedback, self-reflection, and teacher evaluation, aiming to foster both writing competence and a more positive attitude toward English writing

2.2.4 The Role of Technology in Enhancing Writing Skills

The integration of technology into English as a Foreign Language (EFL) instruction has significantly redefined traditional approaches to teaching writing Historically, EFL writing instruction emphasized grammatical accuracy, controlled sentence-level tasks, and product-based outcomes However, as scholars such as Hyland (2015, 2019) argue, writing is not merely a technical skill but a complex, socially situated process that involves expressing ideas, engaging audiences, and constructing knowledge Technology offers a medium through which these broader dimensions of writing can be cultivated

Warschauer (2010), a pioneer in technology-assisted language learning, highlights that digital platforms create spaces where writing becomes purposeful, interactive, and audience-driven Tools such as blogs, wikis, and

14 collaborative platforms encourage students to engage in authentic writing tasks rather than isolated exercises Learners write not solely for teachers but for peers and potentially global readers, which heightens their motivation and attention to coherence, vocabulary, and accuracy Graham (2008) further supports this by noting that technology enables writing to shift from a solitary task to a process involving planning, drafting, revising, and publishing, which are all crucial stages in building writing proficiency

Technology also provides learners with continuous access to linguistic support resources, including online dictionaries, grammar checkers, and language corpora, fostering greater autonomy and precision in writing (Zhang & Kang,

2022) Moreover, digital tools promote multimodal literacy, allowing students to blend text with images, hyperlinks, and media, which is increasingly essential in academic and professional contexts Leu et al (2015) argues that such digital literacies are no longer optional but integral to education, as they prepare learners to navigate complex communication tasks in a globalized, technology-driven world

To sum up, I believe that the role of technology in writing instruction extends beyond convenience It reshapes the very nature of writing tasks, making them more interactive, recursive, and reflective This technological shift aligns closely with process writing approaches and equips students with both traditional literacy skills and digital competencies necessary for academic success

2.2.5 Blogs as a Tool for Writing Development

Empirical Studies on Using Blogs in EFL Writing

2.3.1 Global Studies on Using Blogs and Writing Skill Development

The growing interest in technology-enhanced writing instruction has positioned blogs as a valuable pedagogical tool in EFL classrooms worldwide Numerous empirical studies have explored how blogs impact learners’ writing skills, highlighting improvements in writing fluency, vocabulary use, grammatical accuracy, and overall organization A common thread among these studies is the notion that blogs create authentic, interactive writing environments that motivate learners to engage more deeply in the writing process

Blackstone, Spiri, and Naganuma (2007) are among the earliest scholars to document how blogging enhances writing quality by increasing students’ audience awareness and responsibility toward their writing Their study of Japanese university students reveal that blogging allowed learners to see writing not merely as a classroom exercise but as a communicative act with real readers This shift in mindset encouraged students to pay greater attention to grammar, coherence, and content organization, ultimately improving their writing performance

Warschauer (2010) expands this perspective, arguing that blogs support both individual expression and social interaction, which are crucial for writing development By engaging in peer feedback and reading others’ posts, learners participate in a dialogic writing process that fosters critical thinking, idea development, and vocabulary expansion The opportunity to link ideas through multimedia elements like images and hyperlinks also promotes creativity and multimodal literacy, which are increasingly important in academic and professional communication

Recent studies continue to demonstrate the effectiveness of blogging Lin et al

(2014) find that collaborative blogging tasks significantly improve university students’ writing fluency while reducing their writing anxiety Students report that blogging makes writing feel less like a test and more like a natural mode of expression, encouraging experimentation with new vocabulary and sentence structures Importantly, Lin highlights that the cyclical process of writing, revising, and receiving feedback closely mirrors the process-writing approach recommended by scholars such as Hyland (2015) and Graham (2008), ultimately leading to measurable improvements in writing performance

Sadeghi and Shokouhi (2023) offer further evidence from Iranian EFL learners, showing that regular engagement with blogging tasks enhanced learners’

20 ability to produce coherent and cohesive essays Students develop greater control over idea organization and improve their ability to elaborate on arguments, which are often considered weak areas in EFL writing Their study also confirms that blogging fosters metacognitive awareness, as learners reflect on their writing strengths and weaknesses throughout the process

Rahmat et al (2021), in their systematic review of blogging studies, concludes that blogs support process writing skills while creating low-anxiety environments conducive to language learning The review emphasizes that writing through blogs allows students to practice regularly, engage with peers, and become more aware of audience expectations, all of which are critical for writing proficiency

Collectively, global studies provide robust evidence that blogs positively impact EFL learners’ writing development By combining personal expression, peer interaction, and iterative writing practice, blogs address multiple dimensions of writing proficiency, including vocabulary richness, grammatical control, coherence, and writing fluency These findings establish blogging as a promising tool for writing instruction in diverse EFL contexts

2.3.2 Blogging in Southeast Asian and Vietnamese EFL Contexts

In recent years, the use of blogs as a language learning tool has gained increasing attention across Southeast Asia, where digital platforms are becoming more integrated into language education Research in countries such as Malaysia, Indonesia, and the Philippines has highlighted the positive impact of blogging on students’ writing performance, confidence, and motivation For instance, Nepomuceno (2011) investigates blog writing among Filipino university students and finds that regular blogging improved not only writing fluency but also supported greater learner autonomy Similarly, Nur Ehsan et al (2013) reports that Malaysian undergraduates considered blogs effective for

21 expressing ideas and developing language proficiency, largely due to the presence of an audience and the reflective nature of the writing process

In Indonesia, Muhtia and Drajati (2017) conduct an action research project on integrating blogs into an EFL writing course Their findings show that students' attitudes toward writing have become more positive and that their ability to organise and elaborate on ideas has improved noticeably Building on these individual studies, Rahmat et al (2021) conducts a systematic review of blogging in EFL education across Asia The review confirms that blogs not only promote the process approach to writing but also improve audience awareness and reduce writing anxiety, making them a suitable tool for diverse learners across age groups and proficiency levels

In the Malaysian context, Yunus et al (2012) demonstrate that blog-based writing instruction enhances students' engagement and performance, particularly in vocabulary development, sentence fluency, and self-expression Their research also points to the motivational benefits of having a real or imagined audience, which prompts students to write more thoughtfully and reflectively Collectively, these studies suggest that blogs serve as a meaningful instructional medium in Southeast Asian EFL classrooms, offering a more interactive, student- centred environment that can address persistent writing difficulties

Despite encouraging regional developments, blog-based writing instruction in the Vietnamese EFL context remains underexplored, particularly at the upper- secondary level Existing studies have largely centred on tertiary education, with a focus on academic or test-oriented writing For example, Pham and Truong (2021) review writing instruction practices in Vietnamese universities and observe that although digital tools are occasionally incorporated, blogs have not been adopted as a formal part of writing curricula Moreover, the potential of blogging to foster peer feedback, metacognitive reflection, and

22 learner autonomy, which are critical components of writing development, remains underexplored in the Vietnamese context As Leu et al (2015) argues, such digital tools are essential for preparing learners to meet the demands of modern literacy, yet they remain marginal in many traditional classrooms

In Vietnamese upper-secondary schools, the disconnect between curriculum goals and classroom practice presents a major challenge Although the 2018 General Education English Curriculum promotes communicative competence and process-based writing, actual classroom instruction often remains dominated by product-oriented tasks and grammar drills, largely due to exam pressures and limited instructional time (Pham & Truong, 2021; MoET, 2018) Students typically engage in short, textbook-based writing activities with minimal exposure to drafting, revising, or peer feedback (Nguyen, 2021) This mismatch has contributed to widespread writing anxiety, a lack of motivation, and underdeveloped skills in organization and audience awareness (Nguyen, 2021; Tran, 2007) Within this context, the integration of blog-based writing represents a timely and needed intervention, offering students a platform to engage in extended, authentic, and reflective writing tasks that are currently absent from mainstream instruction.

Research Gaps

The existing body of research on blog-based writing instruction has provided valuable insights into its potential benefits for EFL learners, particularly in higher education contexts However, there remains a research gap within the specific context of upper-secondary education in Vietnam, where writing instruction remains largely exam-driven and product-focused (Pham & Truong,

2021) Despite the 2018 General Education Curriculum’s emphasis on communicative competence and digital integration (MoET, 2018), few empirical studies have explored the practical implementation of blogs in formal secondary classrooms, especially in public high schools in urban areas such as Hanoi

Moreover, little attention has been given to examining both the effects of blogging on students’ writing performance and their attitudes toward writing within this context Existing studies often focus on either writing outcomes or learner perceptions, but rarely both Addressing this gap is essential to determine whether blogs can support process-based writing development and enhance learner engagement under current curriculum constraints This study therefore aims to fill this gap by investigating the use of blogs in writing instruction for Grade 11 students at a public upper-secondary school in Hanoi, contributing context-specific evidence to inform future pedagogical practices

RESEARCH METHODOLOGY

Research Questions Reinstated

This study was conducted to address two primary research questions:

To what extent does using online blogs as a supplementary tool affect the writing skills of 11 th grade students at an upper secondary school in Hanoi?

What are the students’ attitudes towards using online blogs as a supplementary tool for the improvement of their writing skills?

Research Context

This study took place in an eleventh-grade class at a state-run upper secondary school in central Hanoi The school has a total of 62 classes, with 2,337 enrolled students and a team of 13 English teachers While students at the school have been familiar with information technology from a young age, English instruction largely remains rooted in traditional methods, with limited use of digital tools for language learning

The textbook used as the core instructional material in this action research was

Tiếng Anh 11 – Global Success, edited by Professor Hoàng Văn Vân

Developed in alignment with the 2018 General Education Curriculum issued by the Vietnamese Ministry of Education and Training (MoET), this textbook is widely implemented in public upper secondary schools throughout Hanoi and follows a theme-based, communicative approach

For the purposes of this study, four units were selected as they correspond to the instructional timeframe of the research period: A Long and Healthy Life, The Generation Gap, Cities of the Future, and ASEAN and Viet Nam Each unit is organized into multiple sections, including Getting Started, Language, Reading, Speaking, Listening, Writing, Communication & Culture/CLIL, and Looking Back, offering a well-rounded foundation for integrated skills instruction

Students at the research site received English instruction three times per week, with each period lasting 45 minutes Writing instruction was embedded within these lessons as part of the textbook’s integrated skills approach For the purposes of this study, the writing sections of four selected units were adapted to incorporate blog-based tasks aligned with the research intervention In the classroom, students were introduced to the writing topic, analyzed model texts, and engaged in pre-writing activities such as brainstorming, outlining, and reviewing relevant language features Blog writing was assigned as an extended task to be completed outside of class Students drafted, revised, and published their writing on individual blog pages, where they also received and provided peer feedback The use of blogs aimed to extend writing practice beyond the classroom, promote learner autonomy, and support the development of writing as a process This integration of classroom instruction and online writing practice was intended to foster greater engagement, improve writing performance, and encourage reflective learning in line with the goals of the

2018 General Education Curriculum Below is an example of the alignment of themes, topics, communicative competences stated in terms of language skills and linguistic knowledge elements designed for Grade 11 (For details of the Vietnamese original, see Bộ Giáo dục và Đào tạo [MoET], 2018, pp 43-44)

Alignment of Themes, Topics, Communicative Competences Stated in Terms of Language Skills and Elements of Linguistic Knowledge Designed for Grade 11

- Understand the main points of dialogues, monologues of 200-230 words on the topics of personal interest specified in the curriculum

- Follow the main points of discussion, provided speech is clearly articulated

- Understand short narratives and form hypotheses about what will happen next

Strong and weak forms of words, contracted forms, link-ups, stress, rhythm, elision

Rising intonation, falling intonation, intonations of Yes/No questions, Wh- questions, alternative questions, tag questions, offer questions, suggestion questions

Words related to themes and topics of Grade 11

Past simple tense and present perfect tense Modal vebs: must vs have to

Linking verbs: be, seem, etc

- Pronounce clearly and relatively accurately the stress, link-ups, intonation and rhythm of different types of sentences

- Start, maintain and close a conversation, discussion of the topics specified in the curriculum

- Present preparedly projects on the topics specified in the curriculum

- Read and comprehend the main points, specific contents of texts of 250-280 words on current and familiar topics

- Read and comprehend the main points, specific contents of news and articles on a current topic or event and understand the overall meaning of the text

- Skim short texts to find relevant facts and information

Stative verbs in progressive tense Gerunds (used as subject, object, etc.) Participles and clauses with to infinitive Perfect gerund and perfect participle Connectors Word formation: compound nouns Cleft sentences: It is/was … that clause

- Write texts (with opening, development and conclusion) of 150-180 words on familiar topics

- Write personal letters asking for complete and detailed information about products or services

- Write to convey short and simple factual information to friends or acquaintances.

Research Participants

This study involved twenty-six eleventh-grade students (15 males and 11 females) in an eleventh-grade class from an upper secondary school in Hanoi, Vietnam All participants were non-English majors, studying English as part of the general curriculum According to the results of a diagnostic test taken at the beginning of the school year, their English was varied, ranging from pre- intermediate to intermediate level

Research Design

Action research was selected for this study because of its practical value as a reflective, practitioner-led approach aimed at reviewing and improving professional practices in the classroom (Lingam, 2012) It focuses on identifying problems within a specific context and implementing solutions with the goal of enhancing the current educational setting (Cohen & Manion, 1994)

In other words, this research method enables teachers to become active participants in the process of educational improvement, allowing them to work collaboratively, engage in discussions, and simultaneously develop a deeper understanding of their students and teaching strategies.

Research Procedures

Given these advantages, this study was designed following the action research model proposed by Kemmis and McTaggart (1988) Their framework outlines four cyclical stages: planning, acting, observing, and reflecting In the planning phase, the researcher determines the necessary changes to improve classroom practice by identifying key problems affecting students’ writing performance and selecting appropriate, theory-based instructional strategies to address them Following this, the acting stage involves implementing the planned activities while observation occurs concurrently as the researcher monitors student engagement and evaluates the impact of the intervention Data is collected from various instruments to ensure comprehensive monitoring Finally, during the reflection phase, the researcher reviews the collected information, assesses the outcomes of the intervention, and uses these insights to inform potential adjustments or prepare for the next action research cycle

Action research model (Kemmis & McTaggart, 1988)

Throughout the implementation, the teacher-researcher took on an active role in facilitating each stage of the writing cycle During the acting stage, the teacher introduced each blog-based writing task, explained its connection to textbook content, and demonstrated expected genre features In the observing stage, the teacher monitored student participation, reviewed drafts using adapted PET rubrics, and provided individualized written feedback after the final version of each blog entry Furthermore, the teacher assigned reviewing pairs, guided students in using peer review rubrics, and addressed technical issues or hesitations expressed by learners These responsibilities ensured that the intervention was consistently supported and pedagogically aligned with the research objectives

To effectively adapt the action research model to the specific classroom context, certain modifications were applied throughout the research process

In the planning stage, enhancing both the quality of students’ written texts and their attitudes toward writing was identified as the core issue requiring attention

The chosen intervention to address these challenges was the integration of online blogs as a tool to support writing activities The acting phase, which was implemented over twelve weeks, involved incorporating blogging activities into writing lessons through a structured teaching-learning cycle To complete the blog-based writing tasks, students worked with content from Units 1 to 4 of the Tiếng Anh 11 textbook Each student created a personal blog using the free platform Wordpress.com, where they posted their written products for each assigned task For every task, students produced a first draft and shared it publicly with the class by providing blog links Peer feedback was then facilitated through blog comments and reactions, allowing students to interact with one another by offering constructive suggestions and responses to each other’s drafts (Appendix 12) After receiving peer feedback on both their first and second drafts, students revised their writing accordingly and published a final version on their blogs The teacher subsequently collected all final drafts for assessment and provided individual written feedback

Following this, the observing stage was carried out simultaneously, ensuring continuous monitoring of the intervention At the start of the implementation, students completed a 20-minute pre-test writing task, which was analyzed to establish the research baseline and form hypotheses Throughout the blogging sessions, data related to students' progress and attitudes toward the use of blogs as a writing platform were gathered through classroom observations, and interaction records Additionally, samples of students’ writing drafts produced after each unit were collected as evidence to track their writing development over time At the end of the acting phase, students took the post-test to assess any improvement in their writing performance A questionnaire and an interview were also administered to gain deeper insights into learners’

31 perceptions of blogging as a writing tool Finally, the reflection stage was conducted, drawing on all the data collected to evaluate the impact of the blogging intervention This stage allowed the researcher to determine the effectiveness of using blogs in writing lessons and make informed decisions regarding future cycles of action research

Pre-action Week 1 Introduction to the writing assignments, the use of blogs and writing rubrics, explaining their purposes and how they will be used

Pre-test Week 2 - Activity: Application of blogs to stay in contact with the class

- Task: Students post a brief self-introduction and other students interact

- End of week: Teacher observes and provides support if necessary

Week 3 - Activity: First Writing Assignment

- Topic: A long and healthy life (Unit 1)

- Task: Students write a paragraph about healthy habits and post on blogs

- End of Week: Students peer-review and submit the second draft

Week 4 - Activity: Peer Review and Teacher Review

- Task: The teacher reviews the second draft of the first writing assignment

- End of Week: Students submit the final draft

Week 5 - Activity: Second Writing Assignment

- Topic: The generation gap (Unit 2)

- Task: Students write an opinion essay about limiting teenagers’ screen time and post on blogs

- End of Week: Students peer-review and submit the second draft

Week 6 - Activity: Peer Review and Teacher Review

- Task: The teacher reviews the second draft of the second writing assignment

- End of Week: Students submit the final draft

Week 7 - Activity: Third Writing Assignment

- Topic: Cities of the future (Unit 3)

- Task: Students write an article about the advantages and disadvantages of living in a smart city and post on blogs

- End of Week: Students peer-review and submit the second draft

Week 8 - Activity: Peer Review and Teacher Review

- Task: The teacher reviews the second draft of the third writing assignment

- End of Week: Students submit the final draft

Week 9 - Activity: Review for mid-term test

- Topic: Language review for unit 1-3

- Task: Students complete a further practice test focusing on the lexical items learnt in unit 1-3 Also, teacher provides students with rearranging tasks that are related to the format of The National High School Graduation Exam

Week 10 - Activity: Fourth Writing Assignment

- Topic: ASEAN and Vietnam (Unit 4)

- Task: Students write a proposal for a welcome event and post on blogs

- End of Week: Students peer-review and submit the second draft

Week 11 - Activity: Peer Review and Teacher Review

- Task: The teacher reviews the second draft of the fourth writing assignment

- End of Week: Students submit the final draft

Post-action Week 12 Post-test

In summary, this study adopted the action research model proposed by Kemmis and McTaggart (1988) due to its relevance and practicality for the classroom context The model is structured around four key stages: planning, acting, observing, and reflecting After outlining how these stages function theoretically, the study clearly demonstrated how each phase was applied within this specific research context.

Data Collection Instruments

Mixed methods were applied in this action research conducted in one cycle It integrated quantitative and qualitative data; the quantitative data collected from test scores were used to see the progress of students’ writing skill, while the qualitative data from interview and questionnaire Utilizing multiple instruments allowed the researcher to gain a more comprehensive understanding of students' writing progress, accurately evaluate their writing performance before and after the intervention and monitor changes in their motivation levels more effectively The following section provides a detailed explanation of each method and its implementation within the study

3.6.1 Pre-test and Post-test

For the writing data collection, both the pre-test and post-test required the participating students (N = 26) to produce a written passage of 120 to 150 words on a given topic This task format was familiar to upper secondary students, as it followed the writing structure commonly practiced in their textbooks and previous English proficiency exams Detailed information regarding the test format, instructions, word count, difficulty level, and time allocation is provided in Appendix 1 and Appendix 2

The pre-test was administered during the first week of the semester, prior to the writing lessons, to assess the students’ initial writing proficiency before the intervention After the interventions, students sat for the post-test to measure any improvement in their writing performance Both tests were carefully designed to maintain consistency in complexity and difficulty levels to ensure the reliability of the comparison

For assessment, the study adopted the analytical scoring rubrics developed by Cambridge English Language Assessment (2013) Students' writing was evaluated based on four criteria: Content, Communicative Achievement, Organization, and Language An analytic scale was chosen over a holistic one to allow for more detailed diagnostic insights into specific aspects of students’ writing abilities A full description of the adopted scoring rubric is available in Appendix 9

3.6.2 Collection of Students’ Blog Posts

While the pre-test and post-test were used to measure overall changes in the students' writing performance before and after the blogging intervention, specific cases were also selected for a more detailed investigation to better understand individual progress and behavioral changes throughout the study

In addition to the two writing tests, a collection of four blog posts produced by students during the intervention was gathered to track their writing development over time (Appendix 13)

This study utilised student blog posts as a key source of data to investigate their writing development and engagement throughout the intervention The writing tasks were based on the first four units of the Tiếng Anh 11 textbook, namely A

Long and Healthy Life, The Generation Gap, Cities of the Future and ASEAN and Viet Nam Each task required students to produce a different genre of text, including a paragraph, an opinion essay, an advantage and disadvantage article, and a proposal, with a word count ranging from 120 to 150 words Students published their work weekly on personal blogs and developed each piece through a structured three-stage writing process Following the submission of the first and second drafts, they exchanged peer feedback guided by an assessment rubric adapted from the Cambridge Preliminary English Test 2013 (see Appendix 9) This rubric, which focused on content, communicative achievement, organization, and language use, also served as a tool for self- evaluation Final drafts received written feedback from the teacher All writing tasks adhered to the textbook’s specifications regarding word count, thematic focus and language features

These blog entries were posted at different points during the twelve-week treatment and served as writing samples for comparison and analysis Specifically, the blog posts of two students were chosen for a close examination: one with the highest initial writing competence and one with the lowest starting level Their writings before and after the blogging intervention were analyzed using the established scoring criteria to highlight noticeable changes in their writing skills

This comparison aimed to reveal not only how students' writing improved but also the influence of the teacher's guidance and students’ engagement with the blogging tasks Observing these individual cases provided deeper insights into the potential of blogging as a tool for writing development and the different ways students responded to the intervention

In this study, participants were asked to complete a paper-based questionnaire distributed during the final week of the intervention The questionnaire was designed and adapted from Fageeh (2011), who explored the use of blogs in developing writing skills and enhancing attitudes toward English learning among EFL learners

The questionnaire contained fourteen items, carefully constructed based on the research questions to gather data on students’ perceptions of blogging as a writing tool and their attitudes toward writing after the intervention The items were grouped into two main areas to provide a comprehensive view of students’ experiences: the way they changed their writing with blogs, their attitudes towards using blogs in learning writing

The instrument was organized into two sections: Section A and Section B Section

A consisted of eight items aimed at exploring students’ changes in writing when using blogs Section B included six questions designed to assess students’ perceptions on the use of blogs in writing towards their affective domain

The study applied the 4-level Likert scale for the items in Section A and B including Strongly Disagree, Disagree, Agree and Strongly Agree The 4-level scale was used to eliminate the neutral point to elicit a definite decision and by doing this, it provided a better measure of the intensity of participants’ attitudes or opinions The data collected were interpreted into percentage and mean to describe the students’ perception and attitude on using blogs as writing tools to enhance their writing skills

In this study, interviews were selected as a primary method for data collection to obtain in-depth qualitative insights Interviews provide a structured approach to measuring participant responses, allowing for statistical analysis of behaviors, opinions, and experiences relevant to the research objectives This method facilitates a detailed investigation into participants' personal

37 experiences and viewpoints, enhancing understanding through individual narratives The flexible nature of interviews enables comprehensive, in-depth questions, thereby enriching the study with diverse perspectives

Following the completion of questionnaires by all participants, interviews were carried out with a select group of five students to obtain deeper insights This selection included two students who exhibited notable progress, two who showed little to no improvement, and one student who consistently performed at the highest level It is essential to emphasize that these students were randomly selected to capture a broad range of viewpoints

Data Analysis Methods

Quantitative data in this study were collected through the pre-test and post-test writing tasks and the student questionnaire These instruments were used to measure students’ writing performance before and after the blog-based intervention, and to identify trends in their attitudes toward using blogs as a tool for writing development

The pre-test and post-test writing tasks were scored using an analytic rubric adapted from Cambridge English (2013), evaluating four components: Content, Communicative Achievement, Organization, and Language Each component was

38 rated on a scale from 1 to 5, resulting in a maximum total score of 20 for each test These scores were subjected to statistical analysis using SPSS (Version 20) Descriptive statistics, including the mean, standard deviation, and standard error of the mean, were calculated to summarize students’ performance on both tests

To determine whether the differences in scores were statistically significant, paired-sample t-tests were conducted in two stages The first t-test compared overall pre-test and post-test scores to evaluate the general effectiveness of the intervention The second set of t-tests examined changes across each of the four subscales, namely Content, Communicative Achievement, Organization, and Language, to identify specific areas of improvement The statistical outputs included the paired mean difference, t-value, degrees of freedom (df), and two- tailed significance level (Sig 2-tailed), allowing for rigorous interpretation of the intervention’s impact In this study, a significance level of p < 0.005 was used to determine statistical significance, indicating that there was less than a 0.5% probability that the observed differences occurred by chance

In addition, data from the student questionnaire - administered at the end of the intervention - were processed quantitatively The questionnaire included 14 items rated on a 4-point Likert scale (from Strongly Disagree to Strongly Agree) The responses were tallied and converted into percentages, and mean scores for each item Also, each response is coded from 1 (lowest) to 4 (highest), with higher mean scores indicating stronger agreement with the statements The distance value used in data analysis is 0.75, calculated using the formula (Distance value = Maximum – Minimum)/n = (4 - 1)/4 = 0.75), categorizing responses from "Strongly disagree" to "Strongly agree" based on their mean values These figures were used to describe students’ general perceptions of blogging activities, as well as their attitudes toward writing in English The questionnaire data served to supplement and validate the findings from the test results

The data gathered from the collection of students’ blog posts and semi- structured interviews were analyzed qualitatively to address the second research question, regarding students’ attitudes toward the use of online blogs as a supplementary writing tool

A total of four blog posts per student were collected during the intervention These blog entries were treated as writing artifacts that provided longitudinal evidence of student progress In addition to the group-level analysis, the study also adopted a case study approach by selecting two students, one high- achieving and one lower-achieving, for close examination Their writing samples were analyzed qualitatively using the same analytic rubric as the pre- and post-tests Changes in content development, organization, language use, and communicative achievement were observed across drafts to identify patterns of improvement or persistent difficulties For ethical purposes, all student names presented in the analysis have been pseudonymized to protect their identities Figure 2 and Figure 3 below are examples of students’ blog posts and teacher’s assessment

An example of a student’s blog post

An example of teacher’s assessment on a student's blog post

The interviews were audio-recorded to capture the full depth and nuance of students’ responses and subsequently transcribed verbatim to ensure fidelity to the original data Following transcription, the data were analyzed using thematic analysis, a qualitative method well-suited for exploring patterns within participant narratives This process involved repeated readings of the transcripts to gain familiarity with the content and to identify recurring ideas and relevant expressions related to students’ experiences with the blog-based writing activities Initial codes were generated and systematically assigned to meaningful segments of the data, reflecting key aspects such as perceived benefits, challenges, and changes in writing attitudes These codes were then organized into broader thematic categories, which served to highlight overarching patterns across participants The development and refinement of themes allowed for a deeper interpretation of how students engaged with the blogging intervention, how it influenced their writing behaviors, and how they perceived its role in their language learning journey

To illustrate how the analysis was conducted, the following table presents an example of how one interview response was processed through each phase of Braun and Clarke’s (2006) six-phase framework

An example of qualitative data analysis

Interview Excerpt Initial Code Sub-theme Final Theme

It felt fresh compared to regular writing exercises." (S12)

"Some classmates corrected my grammar mistakes, which helped me improve my writing skills." (S12)

Writing support Interactive features as beneficial

"Uploading images sometimes took too long, and it was frustrating." (S12)

Platform difficulty Technical difficulties and privacy concerns

"I wasn’t active much, and it didn’t really help me." (S22)

Low engagement Limited engagement among some students

"Very anxious I didn’t feel confident about my writing being seen publicly."

Anxiety, fear of judgment, lack of confidence

Emotional discomfort with public writing

Researcher Positioning and Ethical Consideration

As the teacher-researcher conducting this action research in my own Grade 11 classroom, I was aware of the ethical responsibilities involved, especially since the participants were minors under the age of 18 My position as an insider, with five years of experience teaching English at the research site, allowed me

42 to understand the classroom context and student needs in depth However, I also recognized the need to maintain credibility and minimize potential bias resulting from my dual role as both teacher and researcher

To ensure ethical compliance, I implemented clear procedures for informed consent and student assent The study was explained in detail to both students and their parents before any data were collected, and written consent and assent were obtained (Appendix 11) Participation was strictly voluntary, would not affect academic performance, and students were informed of their right to withdraw at any stage without any negative consequences This applied to all research components, including writing tasks, tests, questionnaires, and interviews

Since the blog-based tasks were incorporated into regular classroom instruction, the research posed minimal risk or disruption to students’ learning

To enhance trustworthiness and reduce bias, I triangulated multiple data sources, including pre- and post-tests, student blog entries, questionnaires, and student interviews All participants’ identities were anonymized using coded identifiers, and the collected data were securely stored with access limited to the researcher and academic supervisor for research purposes only.

Chapter Summary

This chapter first presented the context of the research both in Vietnam and in the upper secondary school where this study was conducted and the research participants They were followed by the research design, which provides an action research model, the summarized treatment and the intervention plan The chapter then looks at how data was collected and analyzed

FINDINGS AND DISCUSSIONS

Findings and Analysis

4.1.1 The Effectiveness of Using Online Blogs on Students’ Writing Skills Development

The degree of differences resulted from employing online blogs in teaching writing skills between the writing pre-test and post-test, the paired sample t-test was utilized

The t-test for paired samples was used to compare the mean scores on the pre- test and post-test in overall writing performance Results of the t-test can be found in Table 4

The t-test results of the pre-post-test in overall writing performance

Paired Differences t value df Sig.(2- tailed)

Mea n S ta n d a rd Dev ia tio n S ta n d a rd E rr o r Mea n

The results presented in Table 3 indicate a noticeable improvement in students’ writing performance after the intervention As shown, the mean score increased from 14.45 in the pre-test to 15.75 in the post-test The paired sample t-test analysis revealed a mean difference of 1.304 with a standard deviation of 0.332 and a standard error mean of 0.065

The computed t-value of -20.047 with 25 degrees of freedom is statistically significant at p = 0.000 (p < 0.005) This result indicates a significant difference between the pre-test and post-test scores In other words, the students performed significantly better in the post-test compared to the pre-test

The findings confirm that the writing instruction and practice provided during the intervention had a positive impact on students’ writing skills The considerable improvement in the post-test scores reflects the effectiveness of the activities in enhancing overall writing performance

4.1.1.2 Writing Performance in Each Writing Subscale

To take a closer look into each writing component, the t-test for paired samples was used to compare the mean scores of students on the pre-post-test, namely Content, Communicative Achievement, Organization and Language Results of the t-test are shown in Table 5

The t-test results of the pre-post-test in four writing subscales

Paired Differences t value df Sig.(2- tailed)

Mean Stan d ar d Dev iatio n Stan d ar d E rr o r Mean

C omm unica ti ve Ac hieve ment

Or ga niza ti on

The paired samples t-test results revealed significant improvements in students’ writing performance across all four subscales after the blogging intervention The mean scores increased from pre-test to post-test in Content (3.58 to 3.92), Communicative Achievement (3.44 to 3.77), Organization (3.53 to 3.79), and Language (3.94 to 4.30), with all p-values recorded at 0.000, indicating statistical significance These results demonstrate that students made meaningful progress in developing ideas, organizing content, achieving communicative purposes, and using language accurately

To conclude, quantitative data from the pre-test and post-test of students’ writing tasks were analyzed using SPSS 20.0 to evaluate the statistical significance of the changes The findings confirmed that the use of blogs provided students with valuable practice and interactive learning opportunities, which effectively enhanced their writing skills in all aspects measured The statistically significant differences indicate that integrating blogs into writing instruction helped improve students’ overall writing performance

4.1.1.3 Specific Cases in Writing Development

In order to have a closer look into writing development of learners, two students were chosen for closer examinations Before data collection time, S22 possessed the lowest language competence of A2 level (lower than the average language command of the whole class), while S26 belonged to the highest English proficiency group Two students’ writing drafts were analyzed to see how the treatment benefited their writing development and the reason behind such disparity

The scores of students’ writings in each subscale and their total scores are summarized in Table 6

The changes in the scores

Criteria Writing 1 Writing 2 Writing 3 Writing 4

The results in Table 5 illustrate the fluctuations in both students’ writing performance across four writing tasks It is noticeable that S22 showed slight improvements in terms of content and organization, especially towards the final writing His content score gradually increased from 3 to 3.5, and organization rose from 3.2 to 3.5 However, his language scores fluctuated and slightly decreased by the last writing, dropping from 3.6 in the first task to 3.2 in the final one This limited growth resulted in only minor overall improvement, with S22’s total score moving from 12.8 to 13.2

In contrast, S26 demonstrated steady and considerable progress in his writing performance His scores in all subscales consistently improved throughout the tasks Notably, S26’s content score rose from 4.2 to 4.5, and his communicative achievement increased from 3.8 to 4.3 Organization and language also witnessed upward trends, with language being his strongest aspect, peaking at

5 in Writing 3 S26’s total score significantly advanced from 16.6 to 17.8, reflecting his stronger command of writing skills

For better investigation, the comparison between S22’s writing before treatment (Figure 4) and after treatment (Figure 5) demonstrated the enhancement of writing development in terms of four subscales namely content, communicative achievement, organization and language

Topic: Write an opinion essay (120-150 words) about parents’ limiting teenagers’ screen time

Living in a smart city has many advantages but also some disadvantages Firstly, smart cities offer advanced technology that helps people live more convenient For example, smart transportation systems reduce traffic jam and make traveling faster Secondly, people can enjoy high-quality services like healthcare, education, and entertainment thanks to modern facilities

However, there are some drawbacks Smart cities are often expensive, so not everyone can afford to live there Moreover, technology can make people depend too much on machines and lose their privacy because many cameras and sensors are used

In conclusion, living in a smart city brings both benefits and problems I think if we can balance technology and human life, smart cities will be a good place to live

Topic: Write an opinion essay (120-150 words) about the potentials of renewable energy in the future

I believe renewable energy has great potentials in the future Firstly, it is very important to reduce the usage of fossil fuels which is harmful to the environment Renewable sources like solar, wind, and hydro energy are clean and endless They can help reduce air pollution and slow down global warming

Secondly, renewable energy can create many jobs As more countries invest in renewable projects, there will be more chances for people to work in this industry It also helps countries to become energy independent and not rely too much on importing oil or gas

Discussions

4.2.1 Effectiveness of Using Online Blogs in Improving Students’ Writing Skills

This study provided strong evidence supporting the effectiveness of online blogs as a supplementary tool for enhancing the writing skills of Grade 11 students The quantitative findings demonstrated clear improvements in students' overall writing performance, indicated by the significant increase in mean scores between the pre-test and post-test These quantitative results align closely with prior studies (Alsubaie & Madini, 2018; Rahmat et al., 2021), which consistently

60 reported similar improvements in students’ language accuracy, idea development, and coherence resulting from blogging interventions

Furthermore, the qualitative findings obtained through student interviews provided deeper insight into the mechanisms underlying these improvements Students particularly emphasized interactive features, such as peer feedback and multimedia integration, as instrumental in enhancing their writing skills Peer feedback specifically facilitated students' awareness of language accuracy, effective expression, and audience expectations, confirming earlier findings by Armstrong and Retterer (2008), who suggested that writing for a real audience substantially improves students’ linguistic accuracy and rhetorical effectiveness Additionally, multimedia features reportedly made the writing process more dynamic and creative, supporting prior research highlighting the motivational potential of technology-enhanced writing tasks (Hyland, 2015; Warschauer, 2010)

However, not all students equally benefited from blogging activities Some participants demonstrated minimal progress, partly due to limited engagement, technical difficulties, or discomfort with the public visibility of their posts These findings mirror those of Leu et al (2015) and Sadeghi and Shokouhi

(2023), emphasizing that technology-driven pedagogical strategies require careful consideration of individual student needs, particularly concerning technical accessibility and privacy

Thus, while blogs clearly show potential for enhancing writing skills through increased interactivity and audience awareness, the effectiveness of blogging interventions depends significantly on how well these challenges are anticipated and managed in classroom practice

4.2.2 Effectiveness of Using Online Blogs in Promoting Students’ Attitudes Towards Writing

Regarding the second research question, the findings reveal that the integration

61 of blogs into writing instruction generally fostered positive attitudes toward writing among Grade 11 students Students reported increased motivation and interest in writing tasks compared to traditional methods, primarily attributed to the interactive, engaging, and less formal nature of blogging tasks These findings align with theoretical perspectives such as Krashen’s (1982) Affective Filter Hypothesis, which suggests that reduced anxiety and more engaging tasks can significantly enhance language learners’ motivation and positive attitudes toward language activities

The positive shift in students' attitudes toward writing is further supported by their acknowledgment of interactive blog features as engaging and beneficial Students specifically noted increased enjoyment stemming from peer interactions and a sense of community within the blogging environment This aligns with Yunus et al.’s (2021) and Lin et al.’s (2014) findings, which consistently indicate that interaction, collaboration, and meaningful audience engagement significantly influence learners’ perceptions of writing tasks Nonetheless, some students remained apprehensive and demonstrated lower motivation towards blogging tasks, primarily due to concerns about privacy, anxiety related to public exposure of their writing, and technical frustrations These findings resonate with previous literature (Sadeghi & Shokouhi, 2023), highlighting the necessity of carefully addressing learners’ emotional comfort and privacy considerations when integrating public-facing writing platforms Pedagogically, these results underscore the importance of carefully balancing the motivational benefits of audience interaction with students’ individual comfort levels Teachers are advised to provide clear guidance, structured practice, and technical assistance to reduce potential discomfort Offering privacy-sensitive blogging options, such as semi-private blogs or moderated peer interactions, could further enhance student confidence, motivation, and overall positive attitudes toward writing

In conclusion, integrating online blogs into writing instruction has considerable potential to positively transform students' attitudes towards writing, making writing tasks more meaningful and engaging However, effectively achieving these attitudinal benefits requires careful pedagogical planning, sensitive attention to student privacy, and consistent technical support.

Chapter Summary

This chapter presented the findings and discussions addressing two research questions: the effectiveness of online blogs in improving students’ writing skills and in promoting positive attitudes towards writing Quantitative results indicated significant improvements in writing performance after blog integration, supported by qualitative insights showing enhanced engagement through interactive blog features However, issues such as technical issues and privacy concerns affected some students’ experiences Discussions emphasized practical pedagogical recommendations to optimize blogging’s educational benefits, stressing the need for careful attention to individual differences and student comfort levels

CONCLUSIONS