Research Rationale: The Influence of Weblog on the Reading Motivation of Undergraduate Students
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The rationale behind the present study was an investigation of the influence of weblog on the reading motivation of undergraduate students. Based on the empirical data, it could be inferred that there was an increase in students' reading motivation. As indicated earlier, this can only be attributed to the use of blog. On the other hand, we found little or no change in motivation within the control group. This situation can best be interpreted when it is understood the implementation of the blog took place within the experimental class only. In terms of overall reading motivation, results suggest a significant influence on the intention of intent to using blog as a useful tool. It was clear the blogging experiment was effective in motivating all students to some degree; reading motivation and reader self-concept has increased to some extent. In contrast, there was only a slight increase in the self-concept area, which could be possibly explained by the limited time available for the experiment and the fact that more students lose their focus as the end of year nears.
As for data analysis, several implications emerged. First, intrinsic motivation increased in general as was appeared in participation and challenge elements where the majority of students looked forward to improving their level of reading. According to the data, students enjoyed reading about interesting topics. They also reported that they tried to visualize mentally the content of the reading material. In addition, the intrinsic motivation may be the most important factor in attitudes toward using IT. The findings of the study confirmed that blogging was likely a contributing factor in encouraging students to participate and share knowledge. This was...
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... that student's reading competence influences the reader's self-concept in that highly competent reader are more likely to evidence a positive self-concept. The present findings showed that students who defined themselves as good readers were significantly more likely to rate themselves as proficient readers than students who seemed to accept that they were non-readers. Despite minimal change in the results, students who participated in the blog experiment scored increasingly higher for motivation as opposed to students who did not. Moreover, it can also be assumed that learning aids may bring tangible improvements to learners. By way of illustration, 75% of group A students reported that they had tried to express what they had read in their own words, and 38% of them claimed they would not find any difficulty in understanding stories while reading them.