IJLLL 2015 Vol.1(2): 93-97 ISSN: 2382-6282
DOI: 10.7763/IJLLL.2015.V1.19

A Comparison of Web-Mediated and Conventional Instruction: Effects on Students’ Reading and Writing Performance

Maria B. Cequena
Abstract—The influx of Information Communications Technology (ICT) has revolutionized instructional delivery in language courses. This quasi-experiment is an attempt to investigate the impact of ICT via Web-mediated instruction and Conventional instruction on students’ reading and writing performance. Two groups of respondents representing two learning conditions — the experimental group exposed to Web-mediated Instruction and the control group taught using the Conventional Method participated in this study for one term consisting of 13 weeks. Top findings reveal that significant improvements were found in the writing performance of both experimental and control groups but no improvements were noted in their reading performance. Furthermore, both groups posted significant improvements in their writing performance particularly on content and organization. However, there is no significant difference in the reading and writing performance of both groups. Experimental groups perceived that web-mediated instruction, the use of web blog in particular, contributed to the development of their writing skills. Thus, educators can utilize any methods of instruction in teaching ESL writing provided that fundamental concepts in academic writing are thoroughly discussed and adequate opportunities are provided to ensure optimum development of students’ academic writing skills.

Index Terms—Web-mediated instruction, conventional writing instruction, weblog, blogging, ESL reading, ESL writing.

Maria B. Cequena is with the University of Santo Tomas, Philippines (e-mail: mbcequena@gmail.com).

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Cite:Maria B. Cequena, "A Comparison of Web-Mediated and Conventional Instruction: Effects on Students’ Reading and Writing Performance," International Journal of Languages, Literature and Linguistics vol. 1, no. 2, pp. 93-97, 2015.

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