The pedagogical potentials of using weblog as a tool in teaching critical reading skills among selected Pre-University ESL students

Abstract

Critical reading skills are essential in tertiary education. Nevertheless, researches have shown that university students lack these skills. The aim of this study is to investigate the pedagogical potentials of utilizing the weblog as a tool in teaching and learning critical reading skills from the perspectives of pre-university ESL (English as a Second Language) students. In addition, this study investigates the impact web-logging activities have on students’ motivation to read in English, the reading strategies employed while reading online via the weblog, the types of critical thinking skills employed when reading and the impact web-logging activities can have on the students’ performance on a critical reading assessment. Twenty five pre-university students enrolled in a Teaching of English as a Second Language (TESL) preparatory programme at a local university participated of the study. Both qualitative and quantitative methods of enquiries were employed. Data were gathered mainly through semi-structured interviews; an open-ended questionnaire; the Reading Strategies Inventory; the Motivation to Read Questionnaire; an analysis of students’ reading reflections based on Facione’s (2007) categories of critical thinking skills; and the TSL 012 College Reading 2 final examinations. Results have revealed that the students’ overall perception on the use of the weblog in the critical reading course was positive. Themes that have emerged included that the weblog: has incited interest and enjoyment in the teaching and learning process; was a facilitating tool; functioned as a platform for a community of learners; was a tool for developing ICT literacy, was preferred as a tool for reading journal; accorded more room for participation; functioned as a learning portfolio; could sustain concentration and capture attention, has a lot of potential in education; and was a motivating tool. Statistical analyses on both questionnaires have however, revealed that the reading strategies employed when reading from print did not differ significantly when reading online and the motivation to read in English before and after the weblog experience was found not statistically significant. Findings also have shown that the study participants did not employ many of the critical thinking skills when reading. Finally, it was also found that the students’ performance on the critical reading assessment was significantly higher than those who did not utilize the weblog.