Abstract:

Among the many studies done on the use of journal writing to improve writing skills, few researchers have investigated the effectiveness of online journal writing within a blended learning environment - a mixed mode of traditional classroom teaching and E-learning. This research provides a qualitative description of students’ learning experiences and the effectiveness of using online journal writing. The study was carried out among a group of engineering postgraduate students taking English Preparatory course at a university in Malaysia. The students were required to attend weekly classroom instruction where learning contents were delivered using various learning activities made possible by educational technology. In addition, the classroom instructions were extended beyond the confines of the traditional classroom setting into the virtual world. Students needed to access E-Learning for online writing assignments and deliver them using a learning management system (MOODLE). Data were collected from semi-structured interviews with students to gather information regarding their perception regarding using technology to acquire writing skills. Online journal entries of the respondents, both formative and summative, were also analyzed to assess the effectiveness of teaching writing using online journals. From the analysis, it was found that incorporating online journal writing in traditional classroom had resulted in improvement in students’ writing skills in terms of content, language and organization. Students reported higher level of motivation to write, and a greater sense of achievement due to the use of blended learning. They were also satisfied with the mode of teaching as it allowed self-paced and self-directed learning.

Keywords:

Blended learning, Online journal writing, self-directed learning.