Publication Date
2022
Document Type
Dissertation/Thesis
First Advisor
Hung, Wei-Chen
Degree Name
Ph.D. (Doctor of Philosophy)
Legacy Department
Department of Educational Technology, Research and Assessment (ETRA)
Abstract
The purpose of this case study was to investigate the Saudi international students’ experiences on the use of blogs as collaborative learning platform to support English writing performance. It also reported the advantages and disadvantages of blogs as a collaborative learning tool in ESL classes to support English writing skills. The overarching theoretical framework guided this study was diffusion of innovation theory by Rogers (2003). This study findings demonstrated that ESL students' blogging experiences were aligned with Rogers's five characteristics of innovation (relative advantage, trialability, observability, compatibility, and complexity). To explore ESL students' blogging experiences, a case study employing qualitative methods approach was used. Four Saudi international students were interviewed about their blogging experiences in English writing class, and each of them highlighted that they have blogged as part of their coursework. All four students recorded positive blogging experiences in the English classroom because of their engagement while accomplishing their writing tasks. They highlighted that even though the use of blogs was initially challenging, with time, it was enjoyable and useful experience. Based on the findings of this study, the researcher believes that the findings of this study would build a new knowledge on how ESL students can support their writing skills through the use of blogs. In addition to the results, implications for instructional practice, limitation, and recommendations for future research are also discussed.
Recommended Citation
Alturki, Hana Ali M., "A Case Study of Using Social Media For ESL Learning: Experiences of Saudi international Students on the Use of Blogs as a Collaborative Learning Platform to Support English Writing" (2022). Graduate Research Theses & Dissertations. 6806.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/6806
Extent
154 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
