This is a study exploring the effects of blog assisted language learning (BALL) in the EFL writing classroom in Taiwan. It focuses principally on a comparative experimental project that was carried out over the period of one academic year. The project involved two groups of first year university students of a low intermediate level in English. There were 25 students in each group, and both groups were taught by the same teacher-researcher (i.e. the author of this thesis). In this thesis, we present a detailed statistical examination of various aspects of BALL, including students' writing performance, learning motivation towards writing and self-efficacy beliefs with regard to their EFL writing skills and abilities. We also take a corpus-based look into the written language collected from both of the groups using a series of numerical counts obtained by computerised measurements. We also present the results of a qualitative, phenomenological analysis that reflects the nature of the participants' BALL experience. The overall argument of the thesis is that BALL is at best no more effective than traditional approaches to EFL writing pedagogy, and in some cases is actually less effective than traditional, low-tech methods.

Digital Writing for English Language learners looks at practical ways educators can implement the use of technology in their English and Language Arts classroom for English Language Learners. The book provides a variety of classroom activities and assignments that can be completed with English Language Learners using social media and other digital writing tools. The book also looks at creating a culture that fosters the necessary conditions for student voice to thrive in an English Language Learners’ classroom.

The latest advances and trends in technology have enabled rapid development in the field of language education. Students and teachers alike now benefit from the assistance of various technological innovations, thus increasing the overall effectiveness of the curriculum. The Handbook of Research on Individual Differences in Computer-Assisted Language Learning addresses the implementation of current research methodologies within EFL and ESL classroom settings and the variety of modifications employed by language experts. Focusing on quantitative, qualitative, and mixed methods studies, this book is an essential reference source for applied linguists, CALL researchers, language teachers, and upper-level students within the field of foreign language education.

This thesis attempts to synthesize current empirical studies on using blogging writing in English as a Foreign Language (EFL) writing classes. Even though there has been an increasing amount of research on the use of blogging in writing instruction, little is known about how language learners use blogging for improving writing skills and how they experience the L2 writing process in blogs, especially inside and outside the EFL classroom. The purpose of this thesis is to investigate and analyze how blogging contributes to the learning of L2 writing. This study synthesizes twenty peer-reviewed empirical studies, published between 2005 and 2016. This review begins with an analysis of different types of blogs used for EFL learners. This is followed by an investigation of purposes and topics that learners engage in while using blogging, and the relationship between the two. The article then turns to examining advantages and challenges of using blogging writing inside and outside EFL classrooms. The twenty empirical studies show that EFL learners use certain types of blogs for achieving their primary goal, improving writing in English. While blogging in diverse topics, such as current social issues and learners' daily lives, learners interact with others and this motivates them to write more meaningful and high-quality postings for audiences. Most research shows that the use of blogging writing improves EFL learners' writing ability. Learners can be motivated to write, manage the anxiety of writing in English, and interact with others in blogging writing. Finally, implications for research and teaching will be provided for future researchers to consider for studying blogging writing for EFL learners.

In a diverse society, the ability to cross communication barriers is critical to the success of any individual personally, professionally, and academically. With the constant acceleration of course programs and technology, educators are continually being challenged to develop and implement creative methods for engaging English-speaking and non-English-speaking learners. Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications is a vital reference source that examines the relationship between language education and technology and the potential for curriculum enhancements through the use of mobile technologies, flipped instruction, and language-learning software. This multi-volume book is geared toward educators, researchers, academics, linguists, and upper-level students seeking relevant research on the improvement of language education through the use of technology.