Engaging With Edublog in the Secondary School Classroom: Students’ Perspectives

• In Event: Roundtable Session II
  In Roundtable Session: Multiple Cognitive and Affective Components of Literacy Instruction

Abstract

This phenomenological study explored ninth-grade English learners’ experiences with using Edublog-based writing instruction in two classrooms in a secondary school in the Southeastern US. Using purposive sampling, eight participants were studied over six weeks through focus group interviews, observations, and analysis of blog posts. Thematic analysis revealed increased engagement, peer collaboration, and improved writing confidence. Students found writing more enjoyable and editing easier. These findings highlight the benefits of technology-enhanced writing instruction for English learners.

Authors

• Lizette Safille-Lemagne, Florida International University

• Jacqueline Lynch, Florida International University