4. Results
5.4 Recommendations for Further Studies
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unlikely to analyze how a single variable acts in this study.
The blog-mediated process writing class was designed as a small class for several reasons. First, in a small class, participants had sufficient time to interact with each other in the more relaxing and less stressful workshop format. Second, the small size of the class can also give the teacher sufficient time to pay equal attention to individual writing process. Based on the fact that the study only focused on the four participants in one classroom, it is unlikely to determine whether these findings could be duplicated if it were a big class. A quantitative study is therefore suggested to explore the possible findings if the availability of computer in the context and more members of participants involved are taken into account.
5.4 Recommendations for Further Studies
In this present study, the findings were listed as below: the benefits of process writing in the development of writing ability, especially in content and organization;
the usefulness of the blog in every step of the process writing model; the challenges of keeping learners interested in doing multiple revisions and the suggestion of
teacher-and student mini conference; and finally the attitude changes in four
categories: confidence, anxiety, usefulness and preference. The context of classroom contributing to other interesting findings were also discussed from these aspects: 1) the comparison of usefulness among peer editing sheets, checklists and journals, 2) the commenting function of the blog, 3) attitude toward errors, 4) workshop style format of the writing class, 5) the learner type, and 6) the writing process.
Even though this study serves as a good example of exploring these complicated factors in the researcher’s context, there are still some suggestions for further
research.
First, studies aiming to compare the difference between a process writing class
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and a blog-mediated process writing class are recommended. The comparison between these two will help further clarify how the blog-related factors help to reinforce the practice of process writing.
Then, another suggested study should aim to associate self-expression with free writing. Since one unique feature of blog is self-expression in journal form, a study on how students freely express themselves without consideration of making errors on the blog is also recommended. Corresponding to the core concept of process writing － stress on content over form, a self-expression related study should be able to derive some other interesting findings which are more highly correlated to meaning rather than form (language).
Finally, the commenting function of the blog should also be an interesting research direction to explore how commenting influences learners in language learning. As a source to gather ideas for revisions, commenting on the blog is often diverted to chatting, another form of self expression loved and welcome by all. It seems that learners enjoy chatting with their friends in the asynchronous forum. A further study is therefore necessary to explore the possibility of building up an online learning community through commenting.
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