Blending Web 2.

0 Technologies with Developing of Writing Skills in ESL Classroom:

Some Insights
[PP: 10-15]
Hind Talal Mashrah.
English Language Centre
Taif University
Kingdom of Saudi Arabia

ABSTRACT
Recently, the educational field has adopted a new route for improving and increasing the way
we learn languages, particularly English language, through using social networking services such as;
Facebook, Twitter, YouTube, and other technologies in writing skills. In this respect, this paper
discusses how ESL classroom can apply the social networking services or Web 2.0. Technologies
effectively to promote learners' writing skills. The paper first details research studies about the
characteristics of two social networking, Blogs and Wikis, to show the importance of implementing
Web 2.0 technologies in writing skills. Then the benefits of applying social networking services as
an essential approach for teaching and learning writing skills in L2 are presented. Paper also discusses
the counter –argument, as opposite perspectives, that applying social networking websites is not
always considered as a proper method to improve writing skills due to many reasons which may lead
decreasing learners' level of English or make them far behind because of their difficulties they face
when they use these technologies.
Keywords: Web 2.0 Technologies, Writing Skills, Social Networking Services, Learners, ESL
ARTICLE The paper received on Reviewed on Accepted after revisions on
INFO 03/10/2016 25/12/2016 03/05/2017
Suggested citation:
Mashrah, Hind. (2017). Blending Web 2.0 Technologies with Developing of Writing Skills in ESL Classroom:
Some Insights. International Journal of English Language & Translation Studies. 5(2), 10-15.

1. Introduction The paper also aims to elaborate on the

As social networking services advantages of why social networking
become a popular tool to meet and services are extremely important in
communicate with different people around teaching and learning L2 writing skills.
the world, new generations are beginning 2. Literature Review
their exposure to the real world through this Social Networking sites, according
digital world. That is the reason social to Boyd & Ellison (2007: 210-230), can be
networking sites such as Facebook, Wikis, defined as web-based services which enable
MySpace, YouTube, Flickers, or Blog are people to articulate a list of other users with
forming part of L2 teaching and learning for whom they share a connection such as
acquiring the target language, especially teacher and the students. A lot of researches
writing skills, rapidly, interestingly and have been done on the importance of the
efficiently. Some scholars, though, disagree social networking services, especially
about teaching and learning L2 through Wikis and Blogs, in in effectively learning
social networking fearing it may cause and developing writing skills. A study done
negative reflections and affect the students by Kavaliauskiene & Vaiciuniene (2006)
and the teachers in their teaching and reported that the experience of writing on
learning as social networking services are blogs provided opportunities to learners to
considered informal and unsuccessful tools improve their knowledge of English. A
to receive a proper education. However, study by Nadzrah (2007) also reported that
social networking services are considered blogs helped students compose writing with
vital mean for developing second language specific purposes which encouraged them
writing skills. Therefore, this paper to improve their writing. Sims (2012) also
attempts to discuss the importance of conducted a study on effectiveness of
applying Web technologies to develop blogging on writing skill development. She
writing skills in ESL classroom based on reported that her participants showed
research arguments favouring social eagerness in attending class to discuss their
networking websites like Wikis and Blogs. writing. It was also reported that the
Blending Web 2.0 Technologies with Developing of Writing Skills in ESL Classroom … Mashrah Hind

blogging experiences enhanced students’ writing on papers. Besides, the participants

writing abilities as well as helped them in found the blogs more effective and
‘gaining confidence in their writing skills’ beneficial because they preferred to add
(P. 3). Blackmore-Squires (2010: 41) also some video and audio clips as well as post
reported that Blogs had ‘a big impact on the pictures and hyperlinks to make their points
students and their writing skills’ in second stronger. Similarly, about 78% of the
language classroom. participants found that using blogs
In this respect, Ducate and Lomicka improved their writing skills because they
(2005) also report that when teachers start used blogs regularly. The outcomes of this
using blogs in teaching ESL writing study showed that implementing blogs in
classroom, the class can take apart and write the classroom brought many advantages to
down their comments on each others' work. the L2 learners to develop their writing
Also, social networking tools allow the fluency which supports the idea of applying
students to discover different cultures by Web technologies in ESL classroom to
reading and writing in the blogs and allow enhance writing skills.
them to interact and involve with native Not only blogs, but Wikis are also
speakers who consider a great opportunity considered to be very effective tools for
for the L2 learners. Meanwhile, the L2 enhancing ESL writing skill. In this respect,
learners become skilled readers by giving Wheeler, Yeomans and Wheeler (2008)
their points of view toward particular topics stress on implementing Wikis as a
and good writers by selecting their topics beneficial means in ESL classes because it
which the learners are interested in. Lee is a collaborative online tool which teachers
(2009) also adds that the students become and the students can work together
motivated to write because they take into consistently. There are some amazing
their account when they write something in characteristics about Wikis which are
the blogs; the public will read their topics, simple to create a page and to learn how to
not only their teachers. Lee (2010) declares use them. Moreover, everybody can reach it
that making blogs is quicker and simpler quickly and easily. Also, everybody can
than making HTML. The users can upload upload videos and pictures and change texts
pictures, videos, and audio clips, and and hyperlinks. Wikis are suitable for
hyperlinks to support their writing and educational purposes and a very effective
make their blogs more effective and method to learn how to write academic
valuable. standards.
A study was conducted by Lee Shu and Chuang (2012) also
(2010), with seventeen university students emphasize on mass collaboration offered by
who were in advanced level in Spanish Wikis. Mass collaboration is "a form of
course. The main goal of this study was to collaborative action in which a large
show the development of students' writing number of people work independently on a
skills when they learn a target language single project" (Shu and Chuang, 2012, p.
using blogs as out of class assignment. 89). One of the most interesting features of
Blogging was the main tool in this study this social networking tool is anybody can
because it is easier to set up and has many get access to Wikis and change the texts
characteristics which students can use to because the writer has a right to edit his or
carry out their assignment. The participants her page. Additionally, when a group of
were asked to keep their blogs for 14 weeks. students writes the content during the
The participants' missions were to read, writing process, other groups can read the
make comments on each others' work, and page and change and add information at the
give feedback on the context. The data were same without waiting the first group to
collected from blogs, surveys, and finish their pages. Another feature of using
interviews about the difficulties faced while Wikis is that every time the page is edited,
blogging and their opinions toward the earlier draft will remain. So, anybody
collaborative feedback. The results showed can go back and check the last drafts and
that the participants interacted confidently compare former and later versions. Wikis
when they used blogs and they got benefits offer collaborative writing which has
by creating and reading their blogs. The documents with high quality, more writers'
participants also reported that they spent participation, and "contributors with greater
good times and reported their usefulness satisfaction" (Shu and Chuang, 2012, p. 99).
and enjoyment when they were allowed to Wheeler and Wheelerb (2009) also
share their ideas with their classmates. It conducted a study in a university and
was reported that 80% of the participants classified the participants into four groups:
liked the idea of writing the blogs more than 10 first year students, 10 second year
International Journal of English Language & Translation Studies (www.eltsjournal.org ) ISSN:2308-5460
Volume: 05 Issue: 02 April-June, 2017
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International Journal of English Language & Translation Studies (www.eltsjournal.org) ISSN:2308-5460
Volume: 05 Issue: 02 April-June, 2017

students, nine third year students, and six and share their thoughts through social
postgraduate students. The main goal of this networking services.
study was to show how social networking Another privilege of using social
services such as Wikis could be beneficial networking services is to help the beginners
to generate ideas about specific topics. communicate with their classmates
Also, another goal was to encourage the confidently. Some students feel
students to get the benefit from social embarrassed because their speaking or
networking service to develop their listening is not strong enough to have
academic writing and to think critically conversations with their peers. Besides,
through learning writing and reading skills. using social networking services outside the
The participants were asked to use Wikis as classrooms encourages the learners to
part of their studies for ten weeks with a interact and contact with their classmates
tutor. After ten weeks, they were asked to and their teachers permanently and give
fill out a questionnaire through their emails. them a lot of confidence to write and
The questions were about the advantages express their thoughts by writing in English
and disadvantages of implementing such (Yunus, Salehi, and Chenzi, 2012). In short,
these tools in their studying and what the social networking sites can help the learners
areas of their writing skills were developed to gain confidence and to feel free by
through Wikis. The results showed that the contacting their teachers and their peers.
students reported that they preferred using Motivation and enthusiasm generate
Wikis to create ideas and brainstorming by creative writing when L2 learners are
sharing their ideas and thoughts; they involved in social networking sites.
enjoyed a lot because they discussed the Gibbons (2010) stresses that writing
contents of their courses with each other. collaboration is quicker and more effective
Furthermore, the students agreed that Wikis tool to L2 proficiently. He notices that shy
assisted them a lot to improve their writing students have an opportunity to reach their
skills specifically in academic standards. voices and express their points of view
The students became aware of using citation through Wikis, blogs, or Facebook. Also,
from other sources and made great efforts to the students welcome their peers'
check their references validity before they constructive criticism which encourages
posted them to the public. To sum up, them to change their pages to be more
applying Wikis in ESL encourages the efficient and meaningful by adding
learners to improve the quality of academic pictures, hyperlinks, and video and audio
writing standards through collaboration clips. Creative writing is considered as a
which is considered as evidence that how fantastic combination of sharing the
Web technologies is a great aid to students' experiences and expressing their
developing writing skills. thoughts through social networking tools.
3. The Advantages of Using Social In short, these services offer encouragement
Networking Services in L2 Writing Skills and enthusiasm to the learners which lead
There are plenty of studies them to do creative writing.
endorsing social networking usage in ESL One advantage of using social
classroom and how Web technologies can networking services is getting feedback
enhance learning and teaching writing from students –teachers or/and students –
skills. Yunus, Salehi and Chenzi (2012) students. Kim (2009) encourages the
emphasize in their study on brainstorming students and the teachers to get the benefits
through social networking because of using some features on Facebook and
brainstorming is considered as a key step to blogs to give some feedback which L2
begin writing. Students can share not only learners need them to improve their ways of
ideas, but also they can share some pictures, writing. By applying feedback, the students
videos, and audio clips, and hyperlinks can participate actively by writing down
which assist them to create their thoughts. some comments on each others' work. Also,
The way to start brainstorming is by the students will learn how they discuss
creating an account on Facebook, Blog, or comments with their peers and how they
Wiki which teachers can supervise. The can apply these comments to correct their
benefits of using group discussion and work. By this way, the students will learn
brainstorming are like training method language collaboratively. Lee (2009)
through which learners can think critically emphasizes that L2 learners can exchange
and also get "work-peer skills" to improve knowledge and increase their awareness of
"their expression abilities" (p. 46). To various cultures as well as improve their
conclude, learners can generate great ideas writing through peer feedback.
Furthermore, Lee prefers using
Cite this article as: Mashrah, H. (2017). Blending Web 2.0 Technologies with Developing of Writing Skills in
ESL Classroom: Some Insights. International Journal of English Language & Translation Studies. 5(2), 10-15.
Page | 12
Blending Web 2.0 Technologies with Developing of Writing Skills in ESL Classroom … Mashrah Hind

"collaborative scaffolding" in peer feedback learners can share their experiences and
because peers can give some notices on knowledge and exchange their ideas
each others' work, and then they correct collaboratively. In short, social networking
their mistakes based on peer's assessment tools not only develop L2 students' writing
before their work goes to the teachers to skills but also allow them to exchange ideas
check. (p. 214). As a result of this, L2 and cultures.
learners can create new ideas and find their Besides, there is a strong
linguistic problems through interactive peer relationship between peer familiarity,
feedback. Shih (2011) stresses on teachers written interactions, and writing
and learners to use peer assessment process performance through social network
to give feedback on Facebook. Shih analysis. Kim (2009) considers peer
conducted a research aimed at investigating familiarity and written interactions among
how blending learning combines between the learners have a vital role to enhance
peer assessment and using Web 2.0 or social writing process and writing quality.
networking services, Facebook, to improve Furthermore, Kim confirms in his study that
their writing standards. The results showed implementing social networking services is
that the students learned a lot of skills such extremely valuable tool for creating
as organization, grammar, content interactive activities and "collaborative
vocabulary and spelling. Also, some writing process" which influence written
students encountered difficulties at the interaction and writing quality (p. 95). Kim
times when they wanted to write; so states in his study that when the learners use
Facebook can encourage them to write as social network analysis (weblog)
they will see their classmates' participation constantly, they become eager to produce
and comments on each others' work. To more writing in Weblog, to post their
sum up, implementing peer feedback opinions, and to give direct feedback
through social networking tools give some through making comments on each others'
opportunities to the learners to their critical work in Weblog. Using weblog leads to
thinking and correct their linguistic increase their writing quality and to take
problems through collaborative feedback. their peers' feedbacks and comment and
Another characteristic of apply them in writing. To sum up, written
implementing social networking services is interactions, writing performance and peer
allowing the students to discover the real familiarity produce better writing using
world by interacting positively with native social network analysis.
and non –native speakers. According to 4. Some Restrictions for Using Web 2.0
Ducate and Lomicka (2008), social Technologies in ESL Classroom
networking tools are providing valuable Some researchers claim that there
opportunities to the students to break the are some negative aspects of using social
routine of the traditional classroom. networking services in ESL classroom. A
Because sites such as Facebook, Wikis, study by Yunus, Salehi and Chenzi (2012)
blogs, and Twitter have a large audience. showed that the students were easily
Students can take this chance and distracted when they used the social
communicate actively with different people networking tools. They could not pay
around the world. These tools are very enough attention in their assignment; they
helpful especially for the students who are started to use different websites and play
shy to get them involved, share their points some games. Another problem was that the
of view, and make some comments to other students started using some abbreviations
people. Similarly, Williams and Jacobs and informal writings on these social
(2004) agree to use social networking networking websites. By this way, the
services in the field of education because students gradually forgot the proper
these tools allow the students to get exposed academic writing style and started mixing
to the large audience and let them think between the formal and informal English
critically how their perspectives might writing and vocabulary. Moreover, some
influence on the readers. As a result, L2 social networking websites offer some
students will learn how to write properly by services like spell check corrections, and
interacting with native speakers, and they the outcome is that L2 students will no long
will have "a sense of global interaction" recognize spelling of vocabulary and
(Yunus, Salehi, and Chenzi, 2012, p. 44). become lazy to memorize and practice
Furthermore, when Lee (2009) conducted a writing. Additionally, L2 students face a lot
study about intercultural exchange, the of misleading information in these social
results appeared that the social networking networking services which guide the
services are the best place where the students to adopt misconceptions toward
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International Journal of English Language & Translation Studies (www.eltsjournal.org) ISSN:2308-5460
Volume: 05 Issue: 02 April-June, 2017

some issues. Another issue in respect of 2.0 or social networking services are
applying technology in ESL writing considered a great means to interact with
classroom, social networking tools might other people and know different cultures as
lead the students to boredom. Besides, not well as to acquire a second language and to
every language and every level are improve vocabulary, grammar, and
appropriate to apply the technology in the spelling.
L2 classrooms. The reason behind that is Acknowledgments
learners of some languages such as The author gratefully acknowledges
logographic languages counter difficulties Dr. Hedy McGarrell, Professor, Graduate
to use social networking tools during Program Director, Department of Applied
writing using the keyboard, particularly Linguistics at Brock University for her
learners with less proficiency in a language. advice, support, and guidance in the
As a result, the learners will spend a long development of this paper.
time to train themselves until they get References
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