Effects of BlogMediated Writing Instruction on L2 Writing Motivation, SelfEfficacy, and SelfRegulation: A Mixed Methods Study

Employing an explanatory sequential design, this study investigated the effects of a blogmediated writing course on L2 students’ writing motivation, selfefficacy, and selfregulation. A number of 46 Iranian EFL learners from 2 intact university classes were recruited as the participants and were randomly assigned into the control group (n = 21) and the experimental group (n = 25). Over a 16week university semester, the control group was taught using traditional writing instruction, whereas the experimental group was taught using a blogmediated writing course. Data were collected through administration of 3 scales, measuring L2 writing motivation, selfefficacy, and selfregulation. Also, to reveal a more comprehensive understanding of blogmediated writing instruction, a set of semistructured interviews were conducted with a number of participants in the experimental group. ANCOVA analyses and thematic data coding were conducted for the quantitative and qualitative data analyses, respectively. Findings revealed that integrating blogs into EFL writing instruction helped the experiment group to have more writing motivation and writing selfregulation than the control group that only had received regular inclass instruction. However, the blogmediated writing course decreased the writing selfefficacy of the EFL students. Findings offer theoretical and pedagogical implications for L2 writing instruction.