Using A Weblog-Oriented Program for Promoting English Majors' Academic Writing and Authorial Identity | ||||
| مجلة البحث في التربية وعلم النفس | ||||
| Article 12, Volume 34, Issue 2 - Serial Number 1, April 2019, Page 515-566 PDF (843.82 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/mathj.2019.82058 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Dalia Ali Maher Abbass Mohammed | ||||
| Faculty of Education, Minia University | ||||
| Abstract | ||||
| The present study was conducted to investigate the impact of a program oriented towards using weblogs on promoting English majors' academic writing and their authorial identity. The study used the quasi-experimental research method (pre-post control-experimental design). Sixty participants enrolled in the fourth year, English section at the Faculty of Education were randomly assigned to two intact groups: a treatment group (n=30) and a non- treatment group (n=30). The participants in the treatment group were trained and instructed using a program oriented towards weblogs whereas their counterparts in the non-treatment group did not receive such training as they received regular instruction. Instruments of the study included a language proficiency test, a needs- analysis survey of academic writing conventions, a questionnaire of academic writing skills, a test of academic writing and a scale of authorial identity. The findings revealed that the participants in the treatment group significantly surpassed their counterparts in the non-treatment group in the post-performance on the test of academic writing and the scale of authorial identity. | ||||
| Keywords | ||||
| Weblogs; Academic writing; Authorial Identity | ||||
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