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Learners' metalinguistic and affective performance in blogging to write

机译：学习者在撰写博客中的元语言和情感表现

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摘要

The documentation of the benefits of blog use in foreign language education has proliferated since 2006. In the field of blogging to write, most studies focus on learners' linguistic performance and perceptions. To provide an analysis of learners' writing performance by using blogs, in addition to the often-researched areas, this study examines two further dimensions - learners' metalinguistic awareness and affective performance. This paper reports findings in these two areas. Twenty-six randomly selected, non-English majors participated in a conventional English writing class, forming the control group, while 18 students took part in a blog-integrated English experimental writing class. The results of comparison showed no significant differences between the two classes in regards to metalinguistic strategy use but there were significant differences in metalinguistic awareness. It is conjectured that more exposure to the target language materials, the interaction and collaboration among students, the aid of the reverse-chronological order of blogs, and the integration of blogs in the writing class significantly enhanced students' metalinguistic awareness. In affective performance, there were no significant differences between the two classes in writing motivation and writing anxiety. Nevertheless, it was the control class that significantly surpassed the experimental class in writing self-efficacy.
机译：自2006年以来，博客在外语教育中的好处的文档就激增了。在撰写博客的领域中，大多数研究都集中在学习者的语言表现和感知上。除了经常研究的领域之外，为了通过使用博客提供对学习者写作表现的分析，本研究还考察了另外两个维度：学习者的语言意识和情感表现。本文报告了这两个方面的发现。随机选择的26名非英语专业学生参加了常规英语写作班，形成了对照组，而18名学生参加了博客整合的英语实验写作班。比较结果显示，在使用语言语言策略方面，这两个类别之间没有显着差异，但是在语言语言意识上存在显着差异。据推测，更多地接触目标语言材料，学生之间的互动与协作，博客的时间顺序倒序的帮助以及博客在写作班级中的整合大大增强了学生的元语言意识。在情感表现上，两个班级在写作动机和写作焦虑方面没有显着差异。尽管如此，在自我效能感方面，控制班还是大大超过了实验班。

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