Results of the Study

Topics: Writing, Writing process, Blog Pages: 7 (1849 words) Published: August 28, 2013

Chapter 4 presents the analyses of the data described in Chapter 3. They are presented in response to the research questions. The results of the current study are reported in two parts: the participants’ writings and their attitudes towards the use of blogs.

Writing Assignments
This result is the response to the first research question, “What are the effects of using weblogs in a classroom on EFL learners’ written production?” Each participant’s scores of three pieces of writings were analyzed and compared to see whether they were significantly different or not. The mean scores of the participants’ three writing tasks were 6.85, 6.90, and 6.35 (see Table 3) and analyzed by using repeated measures ANOVA. The results showed that the three mean scores were not significantly different.

Table 3
Mean Scores and Standard Deviation of Blog1, Blog 5, and Blog 9 | Mean| Std. Deviation| N|
Blog 1| 6.85| 2.20| 20|
Blog 5| 6.90| 1.48| 20|
Blog 9| 6.35| 1.53| 20|

The Mauchly’s test of Sphericity was calculated to see whether the variances of the mean scores were different or not. The significance number in Table 4 was 0.066, which was higher than 0.05 (p> 0.05). This means that the Mauchly’s test statistic was not significant. Then it was reasonable to conclude that the variances of differences were not significantly different. Thus, the assumption of sphericity was not violated.

Table 4
The Mauchly’s test statistic
Within Subject Effect| Mauchly’s W| Approx. Shi-Square| Df| Sig.| Blog| 740| 5.424| 2| 0.066|

Since the Mauchly’s test of sphericity was not violated, the Sphericity Assumed (see Table 5) was used. The significance number was 0.338 which was greater than 0.05 (p> 0.05). This shows that the mean scores of the blogs were not significantly different.

Table 5
The ANOVA output
Source| TYPE III Sum of Squares| df| Mean Square| F| Sig.| Blog Sphericity Assumed| 3.700| 2| 1.850| 1.116| 0.338|

The statistical analysis, using Repeated Measures ANOVA revealed that the participants’ mean scores of the three blog tasks were not significantly different (df = 2, p>0.05). It can be concluded that since the mean scores of the three blog writing did not differ significantly; therefore, blogs did not affects the development of the participants’ written production. Table 4 shows the percentage of each score criteria of the three Blogs. Regarding “idea”, the participants scored 40%, 39%, and 37%; the sentence fluency scores were 42%, 42%, and 38%; and the organization scores were 33%, 42%, and 32%. The results show that the participants’ scores about idea and sentence fluency slightly decreased from Blog 1 to Blog9. Their organization’s scores increased in Blog 5, but in Blog 9 the scores dropped to the similar scores of Blog 1. Table 5

Mean scores of each criterion of each blog
Writing Criteria| Mean Scores|
| Blog 1| Blog 5| Blog 9|
Idea| 2.40(40%)| 2.35(39%)| 2.20(37%)|
Sentence Fluency| 2.50(42%)| 2.50(42%)| 2.30(38%)|
Organization| 1.95(33%)| 2.50(42%)| 1.90(32%)|

The Participants’ Attitudes Prior to the Study
The first questionnaire aimed to find out 1) the participants’ experience in using social network (e.g. hi5 and facebook) and blogs prior to the study, 2) the participants’ opinions about using the Internet and blogs in the classroom.

The results showed that there was only one participant who had never used social network (e.g. hi5 and facebook) or blog services (e.g. myspace and blogger). The participants who used these online services reported that they used the services to keep contact with their friends (11 participants) and to make new friends (11 participants).

The results of the questionnaire also showed the participants’ opinion about incorporating Internet technology into the English class (see Table 6). Thirteen participants thought that the...
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