Using blogs to promote narrative writing in English in Hong Kong primary school

Abstract

This study explored effectiveness of blog-based writing and compares it to traditional ‘paper and pen’ English narrative in a primary school classroom. A group of 30 primary five (P5) students were selected based on results of a pre-test, and randomly assigned into one of two groups: blog group and pen group. The students had six English composition lessons with focus on narrative writing. The students from both groups were in same class, and teaching was conducted by a single English teacher. Only difference between the two groups was that the blog group students composed their writing assignments with computers in the computer laboratory through the blog interface. The pen group worked in the classroom in traditional ‘paper and pen’ way. The post-test was conducted after six lessons, and questionnaires and evaluation forms were administered to provide data. In addition, data collection included artefacts produced by students.

Collection and analysis of quantitative and qualitative data suggest that blogging can support writing in three areas. Firstly, blogging helps to increase the volume of writing produced by students. Secondly, blogging supports improvement in quality of narrative writing, more specifically in areas of Vocabulary, Language Use and Mechanics. Finally, blogging enhances students’ positive attitude towards writing. It Using Blogs to promote English narrative writing in Hong Kong Primary School ii is hoped that the results of the study will have encouraging effect on English teachers in a primary school classroom to apply blogging for purpose of improving students’ writing.