Book Description

Previous theories and research have suggested practical benefits of active blogging that could potentially lead to better achievement in writing for school students. The aim of this study was to investigate the patterns of the types of responses and replies received in students' individual blogs and to investigate their possible relation to students' writing achievement. The research procedure was conducted based on the blogging activity of Year 5 students of the ethnic minority groups from three different schools. These student participants were verified to have both high and low educational achievement and writing skills. Participants were required to blog online as a form of learning strategy throughout their academic year (2012). The collected data of this research were primarily records of students' blog materials as well as their writing assessment scores. The analyses of data were divided into three analytical categories, these were; a) types of blog posts, b) types of responses and replies, and c) groups of audiences. A close examination of the data collection has revealed significant positive weak relationship between the frequency of published blog posts, frequency of responses and replies, and students' writing achievement. However, the results have also shown certain contrasts of findings to previous research and theoretical frameworks such as, conversational turn responses made to bloggers provided more benefit toward students' achievement in writing than the evaluative feedback responses. Results have also shown that peer responses were made to students bloggers in larger number when compared to the teachers' responses, and that they were determined to be more beneficial toward students' writing achievement as well. In addition to the contrast in findings, very few dialogical string conversations developed on focus students' blogs. Possible factors and explanation in support of these contrasts could possibly relate to focus students' age and their capability in blogging, as Year 5 was the first fundamental year to incorporate blogging as a learning strategy. The inexperience in blogging could have been an influential factor in the development of the study's outcome, and could represent a potential explanation for the numerous contrasts in findings. Several recommendations suggested for further interventions for future research include developing well structured-workshops for students. Through these workshops and preparations, students may gradually strengthen the correlation and relationship between blogging and students' writing achievement in the future.