Proceedings of the 8th World Conference on Research in Teaching and Education
Year: 2025
DOI:
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Exploring the Impact of Peer Feedback-Based Blogging on Pre-service EFL Teachers’ Academic Writing Performance
Dr. Serpil Azap
ABSTRACT:
This research aims to reveal if peer feedback-based blogging affects the writing abilities of pre-service EFL teachers at a state university. The research also intends to uncover the advantages and disadvantages of blogs in EFL writing and the pre-service EFL teachers’ attitudes regarding using blogging to improve their writing abilities. The study combines quantitative and qualitative research designs using a mixed-methods methodology. A quasi-experimental approach (pre-test, post-test) was used for the quantitative research involving a within-group time series design where individuals took part in a single treatment but no control group. To reveal the attitudes of the participants towards the use of blogs to improve their writing skills, as well as using questionnaires the researcher had one-to-one interviews with the participants to compile data on pre-service EFL teachers’ perspectives towards blogging at the end of the process. The findings demonstrated that peer feedback-based blogging has a significant effect on pre-service EFL teachers’ overall writing achievement and the sub-skills of writing performance such as focus, content, vocabulary, convention, and organization. Additionally, according to the findings, participants expressed favorable views on blog writing as it improves creativity, self-confidence, social interaction, motivation, and academic achievement. Moreover, the findings revealed that discomfort with comments, lack of vocabulary, and using a website were the challenges of peer feedback-based blogging. This study emphasizes the pedagogically significant implications. Weblogs can be used by EFL instructors in their writing classes as it is clear that students’ writing achievement has been developed significantly through blog writing.
keywords: Blog-writing, academic writing, pre-service EFL teachers, peer feedback, digital literacy