Students’ Perceptions on the Effects of Blogging Sites in Enhancing their Motivation for Foreign Languages Writing and Reading Proficiency

Abstract

The emergence of web2.0 in language education has ushered in a pedagogical shift in language pedagogy. Blogging sites as one of the web2.0 technology have proven to serve relevant roles in language learning. However, beyond being a platform for sourcing relevant information, blogging sites provide language learners with relevant materials and platform to learn language at ease. Meanwhile, the present study seeks to explore the perceptions of foreign language students on the influence of blogging sites in enhancing their motivation for writing and speaking skill. While focusing on the features found on the blogging sites, the study examines the extent to which these features motivate language learners. Using exploratory research methods, the study seeks to elicit insights, preferences, and perceptions of language learners concerning the functions of these features found in blogging sites in regards to their reading and writing proficiency. Nevertheless, the research identified these features as thus; content, interactive features, multimedia elements, polls and surveys, and search functionality. Nevertheless, an important observation in the study revealed that out of the identified features, the multimedia elements motivate learners more than other features in developing their reading proficiency, while polls and survey feature motivate learners in developing their writing proficiency. While it is crucial for learners to regularly interact with these features when using blog sites for language learning, it is equally imperative to establish a harmonious relationship between blogging sites and conventional classroom instruction, and to guarantee that blogging activities are in accordance with the academic curriculum and the learning objectives of the students.