Implementing online blogging in EFL process-genre writing classes: exploring perceptions and attitudes of undergraduate learners of English in Saudi Arabia

Employing technology in enhancing language learning has been the concern of many researchers in the past twenty years. Specifically related to this thesis, blogs are claimed to act as an effective tool to develop EFL students’ writing skills, because the blog has the potential to provide students with an opportunity to practise writing in a tension-free environment and at their own pace when used outside of the classroom context (Lee, 2010; Sanjaya et al.,2020). However, little is known about its use in Saudi EFL writing classes. The present study, therefore, aimed to explore the effect of using online blogging on Saudi EFL students’ writing skills in one Saudi University. The study adopted a mixed design (quantitative and qualitative) to explore EFL students’ attitudes and perceptions about the effect of the use of such a technology in an EFL writing course. Following a teaching intervention involving the integration of blog writing,questionnaires and interviews were used to gather data from the student participants as part of this study. Both tools were integrated into action research to represent EFL students’ experiences in learning EFL writing using online blogging. A blog that was created for the purpose of the study was integrated through the learning management system Blackboard. The participants in the study were 30 second-year learners majoring in English who were registered in the academic writing course. The students were invited to complete a background profile questionnaire in the first week of their study, do specific writing tasks via blogging over a 12-week period, and finally complete the attitude questionnaires and take part in follow-up interviews after the course was over. The data gathered were analysed quantitatively and qualitatively. The results illustrate that, generally, learners showed positive perceptions and attitudes towards the blogging approach in EFL writing classes because they perceived that it provided them with many valuable opportunities that helped them to improve their writing skills. However, they also faced some challenges while blogging, which fall into two categories: learners’ skills-related challenges and technology-related challenges. These results are hoped to provide more insights into understanding the relationship between language learning through writing skills development and the use of technology through implementing blogging. Finally, the study provides significant recommendations for EFL writing teachers, the institution in which the study was conducted and other Saudi institutions, as well as other stakeholders involved in the development of EFL learners’ writing skills and the use of technology.