The Effect of Collaborative Edublogging on Iranian EFL Learners’ Writing Performance and Self-Efficacy: A Process-Oriented Study

Writing in a Second Language (L۲) is a significant skill for effective communication within the global community (Hyland, ۲۰۰۷). Educational blogs, or Edublogs, can serve multiple purposes, including communication, instructional resources, and collaborative tools. Given this context, the present study aims to investigate the impact of collaborative Edublogs on Iranian EFL learners’ writing performance and writing self-efficacy. A total of ۸۰ male EFL learners, aged ۱۷ to ۲۸, enrolled at the Pardis Language and Home of Language Institutes in Hamadan, Iran, were initially selected through convenience sampling and subsequently homogenized based on their scores on a proficiency test (i.e., Nelson). The final sample consisted of ۶۰ learners, who were assigned to an experimental group (n = ۳۰) that engaged in collaborative Edublogging and a control group (n = ۳۰) that received conventional writing instruction. Pre-tests measuring writing performance and self-efficacy were administered to all participants. The experimental group received process-based, collaborative writing instruction through Edublogs, while the control group underwent traditional writing instruction. Analysis of the findings using independent samples t-test revealed that incorporating collaborative Edublogs significantly enhanced the experimental group's writing performance and self-efficacy. These findings offer valuable pedagogical implications for Iranian language teachers, coursebook writers, and material developers in teaching English as a foreign language.

کلیدواژه ها:

Collaborative Edublogging ، Writing Performance ، Writing Self-Efficacy ، Iranian EFL Learners ، Process-Based Writing