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Exploring the impact of Weblogs as compared to pen-and-paper on Saudi University EFL students’ writing: The case of Taif University

Using blogging technology in enhancing language learning has been the concern of many researchers in the last two decades. Specifically, weblogs are claimed to act as a contributing tool to EFL students’ language learning and writing. Weblogs can provide students with chances to practice writing in a tension free environment and at their own pace. However, little is known about its feasibility in Saudi EFL writing classes. The study, therefore, attempted to explore the impact of using weblogs, as compared to pen-and-paper, on EFL students’ writing in Taif University. The study adopted a mixed design (quantitative and qualitative) to explore EFL students’ writings and views about the use of such a technology as compared to pen-and-paper writing. The quantitative part of the study was in the form of quasi-experiment design and the qualitative was in the form of interview. Both methods represent a case study of EFL students in Taif University. A weblog was created for the purpose of the study via the Learning Management System (LMS), Blackboard (BB). The participants were EFL 30 and they were requested to complete pen and paper writing tasks, weblog writing tasks, and the interview. The data were both quantitatively and qualitatively analyzed. The study results showed positive views among students regarding the use of weblogs in their writing class. The results are hoped to provide more insights into and understanding of the link between language learning through writing development and the use of technology in an EFL context. The results are also hoped to serve as starting point for integrating such a technology into language teaching in other university EFL courses. In addition, the study is hoped to provide teacher-educators and teachers with insightful recommendations on the development of EFL writing and the use of technology.