Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: a case Study

 
5 The research methodology 
5.1 Aim of the research 
The aim of this research is to examine if blogs can improve reading and writing 
skills by involving students in an online community and promoting collaborative 
learning. To be more specific, students will read other’s posts, write their own by 
making comments, make suggestions and give feedback on mistakes, search the 
internet to find information and read various texts, thus developing critical 
thinking (Ward, 2004). By using technology in the classroom, the teacher will 

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Journal of Language and Cultural Education
, 2019, 7(2) 
ISSN 1339-4584 
9
modify the curriculum to adapt learners’ different ne
eds and interests and develop 
language skills (Tomlinson, 2014). 
 
A similar research was conducted by Witte (2007) in Fort Riley Middle school 
in the USA. The teacher collaborated with a university professor and both created 
the Talkback Project in which t
he teacher’s middle school students chatted with 
university students using a blog and discussed literary books. The results showed 
increased motivation and collaboration with peers as well as an enhancement of 
their writing skills. 
5.2 Qualitative research
For this research, two groups of students were involved; the control group and 
the experimental group. Pre- and post- reading and writing tests which were of the 
same content were taken by both groups (Sagor, 2000). In addition, a pre- semi- 
structured interview was also conducted with the experimental group to identify 
their attitudes and feelings. There were also recordings of the lessons (Ferrance, 
2000). The analysis of the data
 
which was collected was the step which followed 
the post-test results between the control group and the experimental group to 
examine whether the applied teaching methods, techniques and tools brought 
about the desirable results. The final step was taking informed action; the 
researchers needed to take specific steps to avoid s
tudents’ past mistakes, such as 
altering the teaching methods and techniques.
 
The analysis could also be communicated, in the sense that students took part 
in pre- semi-structured interviews which were all tape-recorded. In addition, the 
lessons which took place were also tape-recorded. Thus, the object of the content 
analysis was recorded communication (Mayring, 2000). Another important 
feature was the natural setting; students had lessons in a real context (a 
classroom) and they were the real participants working in small groups; the 
experimental group (four students) and the control group (six students).
 
Interviewing students before and after the instruction is a key point in 
qualitative analysis. In the case of this research, the interview was applied so as to 
elicit information on students’ attitudes, beliefs and feelings on learning English as 
a foreign language in a language institute and the use of technology (in the case of 
this research the use of blogs). It should be noted that interviewing is basic to 
qualitative analysis. Ethical issues may nevertheless arise in this case. For example, 
both parental and student consent was asked for and the administration was also 
informed and asked to consent. 
Observation is another focal point of qualitative analysis since in this case 
researchers also become observants. However, in the case of this research, if the 
students knew that they were observed, they might not have acted as they 
normally did during the lesson. Therefore, it was up to the researchers to observe 
and take notes in their journals discretely (Richards, 2003). 

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Journal of Language and Cultural Education
, 2019, 7(2) 
ISSN 1339-4584 
10