Investigating Blogs' Integration in the Teaching of Writing in Moroccan EFL Classrooms: The Case of Second Year Baccalaureate Level

Autor/in	Babni, Abderrahmane
Titel	Investigating Blogs' Integration in the Teaching of Writing in Moroccan EFL Classrooms: The Case of Second Year Baccalaureate Level
Quelle	In: Journal on English Language Teaching, 11 (2021) 3, S.20-28 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Undergraduate Students; Language Teachers; Writing Instruction; Web Sites; Electronic Publishing; Writing Attitudes; Writing Skills; Teacher Competencies; High School Teachers; Teacher Education; Barriers; Access to Computers; Time Management; Student Attitudes; Morocco + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Schreibunterricht; Web-Design; Elektronisches Publizieren; Writing skill; Schreibfertigkeit; Lehrkunst; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Zeitmanagement; Schülerverhalten; Marokko
Abstract	This study aimed at investigating blogs' integration in teaching of writing in Moroccan EFL classrooms. It involves about 108 second year baccalaureate students and 92 EFL teachers. Given its exploratory nature, an exploratory design was adopted. The data were collected using a questionnaire and an interview. The findings revealed that blogs' use is more likely to change students' negative attitudes towards writing, to enhance their writing sub-skills and performance. The results also demonstrated that the teachers' inability to use blogs in the teaching of writing could be attributed to lack of preservice and in-service training, lack of access to the Internet in schools, and time constraints. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01