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All Journal English Language Education Journal
Hieronimus C. Darong
Universitas Katolik Indonesia Santu Paulus Ruteng, Indonesia

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EFL STUDENTS’ PERCEPTIONS ON THE USE OF BLOGGING TO ENCHANCE WRITING SKILLS Erliana Santri; Hieronimus C. Darong; Stanislaus Guna
English Language Education Journal (ELEJ) Vol. 5 No. 1 (2026): English Language Education Journal
Publisher : English Language Education of Faculty of Teacher Training and Education of Universitas Katolik Indonesia Santu Paulus Ruteng

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/elej.v5i1.3222

Abstract

The integration of blogs into language learning has become a popular and effective approach to improve students' writing fluency, grammar, vocabulary, and overall engagement in the writing process. This study explores the perceptions of EFL students on the use of blogging as a tool to enhance their writing skills at UNIKA Santu Paulus Ruteng. Using a quantitative research design, this study involved 76 students from the English Language Education Study Program who had engaged in blogging activities. Data were collected through a structured questionnaire adapted from Hossain (2016), consisting of twenty statements across four indicators: effectiveness, role of feedback, grammar and vocabulary impact, and practicality. The results revealed that students had high positive perceptions toward blogging in writing, with an overall agreement rate of more than 84% across all indicators. The study indicated that blogging facilitated continuous writing practice, enhanced motivation, encouraged peer interaction, improved vocabulary use and sentence structure, and offered accessible and flexible learning. Based on the findings, blogging is recommended as an effective pedagogical tool in EFL writing instruction to foster student-centered learning, collaboration, and writing proficiency. This study also provides insights for educators and institutions to further integrate digital technology into language teaching practices
Co-Authors Erliana Santri Stanislaus Guna