Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Gary Kuhne

Primary Subject Area

Education, General; Education, Secondary; Education, Language and Literature; Education, Curriculum and Instruction; Education, Tests and Measurements

Keywords

assessment, blogging, formal writing, instructional technology, proficiency

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Liberal Studies

Abstract

This study examined the impact of a private classroom blog implemented as an instructional technology on student writing proficiency in a world language with the focus on formal writing. The nonequivalent control-group, pre-posttest design was used to determine if the use of the private classroom blog in teaching world language formal writing affected student writing proficiency with the specific focus on task completion, comprehensibility, level of discourse, vocabulary, and language control. This research study used a convenience sample of sophomore, junior, and senior students in a Georgia public high school. Independent raters evaluated students' writings using the Fairfax County Public Schools writing analytic rubric for level three. The researcher used ANCOVA to compare the posttest mean of the experimental group to the posttest mean of the control group in each category. No statistically significant differences were found between the two groups in any of the categories. Study limitations are outlined and suggestions for future research are included.