Blogging as a writing strategy to enhance writing skills of young EFL learners

Abstract

The present study focused on the problem of the written production of students whose final texts are so inaccurate that they do not meet the expectations of the teacher because they do not follow a serious writing process (prewriting, drafting, reviewing, proofreading, editing and publishing). In other words, they write hastily to submit an inaccurate text as an assignment to the teacher. This study aims at promoting the use of writing strategies by profiting from the academic resources offered by the internet. This study was carried out under the perspective of qualitative research through a case study conducted between April and December 2018. The sample of this study consisted of eight 10th grade students from groups F and C at a public school in Barranquilla. This qualitative research used the following instruments to collect data: Participant observation, online survey, diagnostic test, 4 Worksheets, and an interview. The integration of the writing process in a single project and the group work favored the students since each one was responsible for contributing to the final product that was a tourism blog. The use of digital resources such as the Edmodo academic network, the academic resources platform EnglishLab A1 / A2 ENSHB.com, and the blogs promoted the learning of writing as a process in students.