How positive experiences in online portfolio through blogging can facilitate improvement in writing skills and lower writing anxiety


Br. Andrew Gonzalez FSC College of Education


Dept of English and Applied Linguistics

Document Type

Archival Material/Manuscript


This pilot study investigates the effects of online portfolio through weblogs (blogging) on the students' writing anxiety and their writing skills. Seventeen respondents enrolled in an English Communication course of a private university in the Philippines participated in the study. The data were gathered using Cheng's (2004) Second Language Writing Anxiety Inventory. Discourse Completion Task (DCT), and focus group discussion (FGD). Results of the quantitative data revealed that students with low, average, and high writing anxiety reported common causes of their writing anxiety such as vocabulary, difficulty in organizing their thoughts when asked to write under time constraint and fear of students' and teacher's evaluations. Top findings from the DCT and interviews indicated that the respondents perceived that online portfolio though blogging has improved their writing skills and has lessened their writing anxiety.



Education | Educational Psychology


Academic writing—Psychological aspects; Electronic portfolios in education; Anxiety

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