P-ISSN 2708-6453 Pakistan Languages and Humanities Review Apr-June 2024, Vol. 8, No.

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O-ISSN 2708-6461 https://doi.org/10.47205/plhr.2024(8-II)09 [90-100]

RESEARCH PAPER
The Effect of Online Article Writing on Pakistani English Language
Graduates' Writing Skills
1Kainat Zeb and 2Muhammad Waqar Ali*
1. MPhil Scholar, Department of English, Islamia College, Peshawar, KP, Pakistan
2. Assistant Professor, Department of English, Islamia College Peshawar, KP, Pakistan
*Corresponding Author [email protected]
ABSTRACT
In wake of current digitalization of knowledge, the use of virtual tools and platforms is
proliferating to cultivate English language skills. Despite the research conducted in this
area, there is still room for further inquiry as little research is available in the context of
Pakistan. With the intention to fill the gap, this study aimed at fathoming the impact of
online writing articles on the language proficiency of English language
learners/graduates. Primarily, the current research intended to investigate whether the
language skills of learners improves by online writing and whether self-assessment has a
positive impact. The study is a quantitative research. Consequently, a 15-item
questionnaire was designed to collect data from English Graduates, currently working as
content writers across Pakistan. 5-point Likert-scale was employed to measure the
participants’ perceptions. The findings show that online writing practices have a positive
impact on overall language skills in general and lexico-grammatical competence in
particular. Additionally, they admitted that online article writing can prove a better
contributor than other traditional writing practices carried out in a language classroom to
enhance their English language skills.

KEYWORDS Blogging, Language Proficiency, Online Article Writing, Productive Skills

Introduction

Language skills are divided into two types: receptive skills and productive skills.
Receptive skills are reading and listening while productive skills are speaking and writing.
Writing is an important skill in language as it helps to communicate different ideas and
concepts. However, some language learners are unable to communicate fluently and
effectively through writing. Writing practices were confined to the language learning
classrooms in the past, but now there has been a better change in writing practices. With
the developing age, the use of the Internet has increased which enables people to
communicate world widely. This has brought numerous benefits such as increased student
motivation, access to authentic materials, and opportunities for effective interaction in real-
world contexts. Among these internet tools, blogging and article writing are particularly
advantageous for learning languages proficiently. The significance of writing skills extends
beyond geographical borders, underscoring their worldwide importance.

Writing plays a pivotal role in literacy by empowering individuals to express their

ideas and emotions with effectiveness (Alsubaie & Madini, 2018). Writing serves as a
medium for transmitting information and functions as a wellspring of knowledge,
influencing the development of language and thought patterns. Writing practice enhances
not only students' comprehension but also proficiency in language. Consequently, students
should engage in activities that allow them to practice generating cohesive writing such as
blogging or article writing. For quite some time, blogs have been used as an important
 Pakistan Languages and Humanities Review (PLHR) April-June, 2024, Vol. 8, No. 2

platform where people can engage with the world in various fields. Blogs can be a better
platform to practice writing skills for the language learners. Blog writing can enhance all
language skills as it involves writing, speaking, listening, and reading (Du & Wagner,
2005). However, students do not engage in blog writing outside the classroom (Campbell,
2003). Another issue is the chronological organization of blogs on websites in which the
older posts get buried beneath newer ones, which makes the feedback and self-reflection
process difficult (Falchikov, 2002).

Literature Review

Reading and writing are considered complementary skills, collectively known as

literacy skills. Unlike oral skills, which may develop more naturally, reading and writing
require conscious effort and are often acquired through formal education settings
(Cameron, 2003; Weigle, 2002). Literary skills are important for the progression of second
language learning, especially within formal educational environments (Carson, 1990).
When considering online writing, the significance of literacy skills in second language
acquisition remains paramount, particularly within the realm of digital communication. In
the digital age, where much of our writing occurs online, proficiency in reading and writing
becomes even more essential. The learners with the help of the internet communicate
extensively and effectively without the restriction of place and time. This brings several
benefits to the learning and teaching of language and improves the interaction of people in
different social contexts. Out of the array of internet tools available, blogging stands out as
exceptionally beneficial in foreign language education. A blog, derived from the term
"weblog" coined by Barger (1997), serves as a website where content such as text, images,
media files, and data are consistently posted and arranged in reverse chronological order
(Alsubaie & Madini, 2018). The act of managing or updating a blog, including the addition
of new content, is known as blogging.

Furthermore, an individual responsible for writing and publishing these entries is

often referred to as a blogger (Rostami & Hoveidi, 2014). Richardson (2010) characterizes
blogs as easily accessible and updatable platforms, enabling writers or students to publish
content directly onto the internet from anywhere with an internet connection. Within
academic discourse, it is emphasized that writing extends beyond mere transmission of
knowledge; instead, it is viewed as a source of knowledge itself. Furthermore, it is
recognized not solely as a platform for problem-solving, but also as a resource for
managing language and thoughts (Alsubaie & Madini, 2018). Hence, students ought to
possess knowledge and comprehension regarding coherent and effective writing.

That said, the utilization of weblogs as an effective method for teaching various
skills and addressing learning challenges has garnered significant attention in recent years,
particularly in the realm of foreign language education. By incorporating weblogs into both
classroom and extracurricular activities, students are allowed to engage more deeply with
various tasks and to reflect on their learning progress. This environment allows them to
reconsider their word choices and phrases at their own pace and in a relaxed setting,
devoid of stress and anxiety. Additionally, weblogs serve as a platform for practice aiming
to encourage active participation among students and foster a collaborative learning
environment (Mynard, 2007; Noytim, 2010; Dippold, 2010). Blogs, also known as weblogs,
are like online diaries where people write about their thoughts and share links. They're a
way to communicate with others on the internet. These are online journals updated
regularly and have been a presence in the online community since 1998. The release of
Blogger, a free blog hosting service, in August 1999 significantly accelerated the
proliferation of blog sites (Blood, 2000).

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Over time, blogs expanded their influence into various professional domains,
notably journalism and business. Using a blog doesn't require any knowledge of HTML.
As a result of this user-friendliness, even though blogs weren't initially designed for
language classrooms, students are increasingly using them in educational settings across
the globe. Blogs possess significant potential as an effective tool for instructing EFL writing
classes (Zhang, 2009). To publish weblogs, bloggers meticulously craft their writings, fully
aware that their work will be shared online and open to scrutiny by other students. This
exposure makes them vulnerable to criticism. Upon reading the weblogs, readers aim to
offer feedback to the bloggers, often providing constructive criticism. Consequently,
writing weblogs can foster a sense of critical thinking among students (Noytim, 2010).
Therefore, blogging seems to align with current constructivist learning theories and
supports writing theories (Flowers & Hayes, 1981).

Guth and Helm (2011) highlighted the significance of weblogs in cultivating "multi-
literacies," which play a crucial role in contemporary communication. They posit that
various online collaborative tasks can enhance a range of skills, encompassing linguistic,
communicative, and intercultural competencies. Moreover, weblogs offer students and
language learners a platform to reflect on their experiences (Mynard, 2007), thus
contributing to the creation of an authentic learning environment when integrated into
language classrooms (Gluth & Helm, 2011). Tseng (2008) uncovered the effectiveness of
blogs in English classes for medical students, particularly in fostering free writing and peer
correction. Furthermore, blogging promotes learner autonomy, instilling in students a
sense of ownership and responsibility for the content they share on their weblogs (Yang et
al., 2005; Lowe & Williams, 2004). Godwin-Jones (2006) suggested that blogs offer a fertile
ground for collaborative learning, encouraging feedback and creating a student-centered
environment conducive to debate, articulation of ideas, and critical analysis of each other's
writing. Peer feedback, as described by Falchikov (2002), involves reflective criticism of the
work or performance of other students based on previously identified criteria. This
feedback can occur through either one-off activities or a series of meetings during which
students provide feedback to peers on increasingly refined versions of written work.

Weblogs offer a versatile platform for self-expression in English, catering to both

local and global audiences (Noytim, 2010). The importance of writing and reading blogs in
language learning was also highlighted by Ferriter (2009). The use of blogs in language
language-learning context was advocated by Montero-Fleta and Perez-Sabaster. According
to them, blog writing has the potential to boost the motivation and writing of language
learners. Mynard's (2007) study focused on how weblog writing can enhance language
learning and learner autonomy, suggesting that blog writing enhances student self-
reflection. Similarly, Kavaliauskiene and Mazeikiene (2006) also proposed that blogging
improves the learner's autonomy by increasing awareness of activities performed by the
students. In addition, Bhattacharya and Chauhan (2010) argue that blog writing effectively
improves the cognitive and metacognitive skills of the students, empowering them to make
well informed decisions about themselves. Wang (2009) after examining the impact of blog-
assisted electronic feedback, highlights the necessity of student training regarding writing
and editing the blogs of their peers to improve the cooperative learning experiences. The
increase of these tools in recent years has increased the motivation level of students to
engage in blog writing and other electronic communication resources (Averianova, 2012).

Blog writing in the English Foreign Language teaching has faced challenges.
According to Campbell (2003), students manifest disinterest in blogging outside the
classroom. Students usually are reluctant to participate in blog writing outside the
classroom which does not result in the complete utilization of the writing practice.
Moreover, blog websites have a chronological organization of blogs in which a previously
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written blog gets buried under the newer ones. This limits the overall feedback a student
can get from a teacher or peer (Falchikov, 2002). If a student is more comfortable in self
assessing the blogs after some writing practices, he/she will not be able to find his/her
blogs on the website easily.

Considering the sensitivity of the activity for improving writing skill of the
Pakistani EIL learners, this paper aims to explore the effectiveness of online article writing
as a means to improve language proficiency. Unlike blogs, online articles do not get buried
beneath the newer articles and each writer has his or her records of the written articles.
Similarly, graduates of the English language do not require much feedback from peers and
instructors. Therefore, this study will only examine the English language graduates who
write articles as a hobby or as a freelancer regularly. Based on this, the study will examine
whether such writing practices can contribute to the overall language proficiency or not
specifically in the absence of a feedback mechanism.

Material and Methods

Design

A quantitative research design is chosen for this study to provide an overview of

the language proficiency among English language learning graduates. For its relative
efficiency and logistic ease for collecting data in quantitative studies (Johnson &
Christenson, 2020), a 15-item questionnaire was developed on a 5-point Likert scale with
options ranging from strongly agree to strongly disagree. The questions focus on the area
that highlights three main aspects: (1) whether article writing has a positive impact on
language skills, (2) how far writing articles outside the classroom is effective, and (3) how
far writing proficiency improves without the pressure of being assessed. The approach of
this study is to examine the impact of regular article writing on various aspects of language
proficiency, especially vocabulary, expression of ideas and fluency in writing. By collecting
the data from participants across diverse geographical areas, the research aims to identify
potential differences in language skills before and after article writing. As the use of online
applications for collecting data has been suggested in multiple studies (Salma, Uzunboylu,
& Muti, 2020; Bhalerao, 2015; Ha, 2022), the questionnaire was designed on and
administered online through using Google Forms to get information easily from different
locations of the participants.

Participants

Owing to a limited target population, the purposive sampling technique was used
to collect the data from participants. The participants (n = 60) were selected from different
websites or platforms, namely, Oddlystylish, Jeansoutfits, Freelancer, WritersWeekly,
Copykackers, DigitalOcean, Longreads, and Listverse where English language graduates were
actively participating as content writers. The male participants (n = 47) outnumbered the
female partakers (n = 13). With the intention to minimize cultural and/or regional effect on
language learning, they were chosen from different regions across Pakistan, such as Lahore
(n = 12), Peshawar (n = 9), Kohat (n = 6), Faisalabad (n = 8), Mansehra (n = 7), Karachi (n =
11) and Islamabad (n = 7). The participants were in the writing process for more than five
months. This selection process made the study more valid as the participants' responses
were based on first-hand experience in the subject matter.

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Results and Discussion

Questions were asked from the participants in which the options ‘agree and
strongly agree’ favoured the positive impact of article writing on language learning and
proficiency. The frequency analysis revealed that most of the participants have selected
these two options repeatedly. On the whole, an overwhelming majority agreed with the,
indicating that article writing had a positive influence on language skills. However, a few
participants remained neutral in their responses, and only 4 participants manifested their
disagreement with the questions. Among all the questions related to the positive impact of
article writing on language learning skills, no one selected the option to disagree or
strongly disagree.

Table 1 witnesses that all save few writers (90%) acknowledge improvement in their
language proficiency is due to online article writing. After writing for some months,
participants reported being more convenient and confident in expressing their ideas in the
English Language. Likewise, the majority of the participants (93%) agreed that online
writing practice has contributed more than the traditional learning practices usually
conducted in a language classroom to improve their language proficiency. Such practices
are having a positive impact on language learners. All of the participants agreed that
having such practices in language classrooms would increase language proficiency.

Table 1
Language Proficiency
SD D N A SA
Statements
(%) (%) (%) (%) (%)
S1: I can express my ideas effectively in English after
0 0 9.6 90.4 0
writing articles online for some time.
S2: Online article writing has improved my language
proficiency more than traditional language learning 6.7 0 0 26.7 66.7
practices.
S3: If online article writing activities were included in my
Graduate program, I would have improved my language 0 0 0 60.0 40.0
proficiency.
Concerning lexico-grammatical aspect of language proficiency, nearly three-fourth
of participants (73%) agreed that article writing on a regular basis has enhanced their
grammar skills and language expression (Table 2). Additionally, all the participants, as
indicated in Table 2, exhibited agreement to the statement about improvement in their
vocabulary. It indicates that online article writing effected increment to their lexicon,
thereby improving their overall language proficiency. This practice has also encouraged
them to learn complex new words as they (80%) feel motivated for learning new lexical
items. Furthermore, writing an article is a process, in which first data about a topic is
collected. For the collection of data, writers search and read different material on the topic.
This process also leads to the improvement of the reading skills. Every three out of four
respondents (73%) recognize the role of online writing on improving their reading skills.
According to the data analyzed, reading and writing ultimately improve the language
structure as well.

Table 2
Grammar and Vocabulary
SD D N A SA
Statements
(%) (%) (%) (%) (%)
S4: Online article writing has improved my knowledge of
grammar and sentence structure in English. 0 0 26.70 66.30 7

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S5: Online article writing has improved my vocabulary

skills. 0 0 0 100 0

S6: Online article writing regularly motivates me to learn

new vocabulary 0 0 20 73 7

S7: Online article writing platforms have provided me

with the opportunity to polish my writing skills. 0 0 20 80 0

S8: Online article writing has improved my reading skills. 0 0 27 60 13

Regarding the role of self-assessment in bettering language proficiency, 93 percent
of the participants conceded to the viewpoint that online writing platforms also serve
writers to polish their writing as they sometimes revisit and review the older articles to
fathom the progress they are making. English language graduates are quite capable of
assessing their own writings. Results show that participants' self-assessments have
improved their language proficiency (Table 3: S10). Moreover, the fear of being assessed
sometimes limits the originality of ideas; sometimes consciousness affects the flow of
writing. This issue was addressed in the questionnaire and almost every respondent (96%)
agreed that without the pressure of assessment, the participants write more fluently. To
make this aspect easier, there should be separate sections for writers to keep their articles
for self-assessment. With exception to some neutral responses (14%), none of the
participants disagreed with this statement (Table 3: S12); therefore, a separate section can
be beneficial for the writers.

Table 3
Self-assessment
SD D N A SA
Statements
(%) (%) (%) (%) (%)
S9: I sometimes check my old articles to see the
improvement. 6.7 0 0 26.3 67.0

S10: Self-assessing my written articles helped me improve

my language proficiency. 0 0 6.7 86.6 6.7

S11: Without the pressure of being assessed, I can write

0 0 4.2 95.8 0
more fluently.
S12: A website for students with separate sections to keep
their articles is beneficial for self-assessment. 0 0 14.3 71.4 14.3

According to Table 4, a huge number of respondents (93%) agreed that such

practices have made the learners write on any topic without hesitation regarding language
as a medium to communicate. Correspondingly, the participants (93%) view that online
writing has proved to be more convenient for language learners, as they can write at any
place or time (Table 4). Furthermore, online writing practices have proved to build the
confidence level of language learners. Save a few neutral responses, three-fourth of the
participants (74%) admitted that the availability of their previous work on the websites
contributed to ameliorating their language skills.

Table 4
Convenience and Confidence
SD D N A SA
Statements
(%) (%) (%) (%) (%)
S13: Online article writing has helped me to write on any
topic without hesitation regarding language structure or 0 0 6.7 80.0 13.3
expression.

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S14: Online article writing provides me with pace and

convenience that allows me to practice writing more 6.7 6.7 6.7 33.3 46.7
effectively
S15: If my old articles had vanished from the website, I
would not have improved my skills as effectively as I have 0 0 25.6 66.7 7.7
now.

Discussion

The study highlights a potential benefit of regular article writing tasks on language
proficiency. According to Brown (2007), article writing not only improves writing
proficiency but also develops critical thinking skills because they articulate their ideas and
opinions in writing. The language students will foster their creativity and self-expression.
It was noted that students' reading skills also improved if they are involved in writing
practices (Johnson, 2010). Similarly, the data of this research shows that online writing
practices improved the language proficiency of the learners.

This study fills a gap addressed in the previous research studies while collecting
data from the participants. Previous studies highlighted that the old blogs of the writers
are difficult to find out as new blogs get on the top of the website. It thereby leads to a lack
of feedback from peers and self-assessment (Falchikov, 2002). However, this study has
proved that article writing has a benefit for writers as they can keep track of their older
articles for assessment. Moreover, learners who are not confident to share their thoughts
and feel fear of assessment can also improve their language learning skills. This study
reports that article writing does not necessarily involve feedback from peers or teachers. A
writer does not have to mention his or her name while writing an online article. Students
involved in such practices are free to choose a topic and write on it using any writing style
that suits the writer. This process motivates and creates a sense of ownership in the writer’s
writing (Hyland,2006). In Table 3, data shows that learners can write more fluently when
they do not have a fear of being judged or assessed. Moreover, the higher level students
might not require feedback for motivation, so for those who want to self-assess their
writing, a specific website with their section would be beneficial. This does not mean that
writers who seek feedback will be at a loss, there are comment sections available below
every article, and the readers can provide feedback which can also be motivational for
some.

Furthermore, students sometimes lose interest in blogging outside the language

learning classroom (Campbell, 2003). They take it as a task and participate only in the
classroom. However, the accessibility and the convenience of online platforms for article
writing present an opportunity to enhance language learning outside the classroom (Gee,
2003). This gets more interesting as these writing practices are not tasks, do not require
feedback, and do have a deadline to meet. Furthermore, proper practice should be carried
out by the instructors, to achieve the goal of language learning skills, as participants stated
that this way of practicing was more effective than the traditional ones. Most universities
have computers and the internet but cannot manage the execution of activities because
there are many language learners with little digital equipment and few instructors to
facilitate every student. To resolve this issue, institutions should create a dedicated website
where students can publish their articles. By doing so, students will be able to perform
writing practices at home with more convenience and personal space. This will not only
provide the students with a real-world audience for their writing but also encourage
autonomy and self-directed learning.

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By embracing digital tools and platforms, educators and institutions can tap into
students' intrinsic motivation and harness the power of technology to enhance learning
outcomes. While this study was conducted on English language graduates, the
implications should extend to secondary-level education as well. There should be a website
developed for students so that they can practice writing outside the classrooms. Promoting
this culture in secondary schools will also result in the improvement of the digital literacy
of the students. The data shows that students feel more relieved if they practice writing at
their place with convenience. This flexible environment will extend the learning process
and the student will be able to take ownership of their learning journey.

The previous studies on blogging as an effective way to enhance language skills,

employ pre-test and post-test measures to find the changes in skills. However, in this study,
the participants were already engaged in article writing activities for months, so
conducting experimental research would have been redundant. This aspect limits the
findings to measure the impact of online writing on language proficiency over time. This
study has chosen language graduates to measure whether they find online writing
beneficial for language learning skills or not. Moreover, the use of a questionnaire delimits
the study as it focuses on the self-reported perceptions and experiences of the participants.
However, the study suggests avenues for future research, such as experimental research to
find the differences between articles written with the help or feedback of an instructor and
written articles without the help or feedback of an instructor among language graduates.
Similarly, researches are needed to explore language proficiency development through
online writing in different contexts and conditions.

Conclusion

In conclusion, this study investigates the impact of article writing on a regular basis
on the language proficiency of English language graduates. With the help of quantitative
research design and analysis of the responses given by 60 participants, this research aimed
to assess improvements in the acquisition of vocabulary, expression of ideas, writing
fluency, and other minor skills. Consistent writing practices in the target language do not
help the writer with the mentioned skills but improve the accuracy in reading and writing.
As a content writer, these graduates were supposed to read the already available data from
the internet and write on some topics adding their own ideas and opinions. In this process,
the reading, writing, and sentence structure of the writers were improved. According to
the data, participants were taking less time in writing after the first month of writing
articles online. The findings highlight the potential benefits of engaging in article writing.
Such practices should be introduced in the Language curricula, providing students with
additional opportunities to practice and self-assess themselves.

The objectives of the research were addressed effectively through analyzing the
questionnaire responses. The analysis revealed that participants have observed a positive
change in their writing skills, vocabulary, and reading skills. The participants have also
reported that article writing has motivated them to learn complex vocabulary and
expressions of the English language. Moreover, most of the participants are of the opinion
that having the fear of being assessed might limit the actual proficiency and motivation of
a student to practice writing and write their opinions or ideas. Though they do like the
comments of their readers on the written articles. They enjoy the self-assessment in order
to improve their writing expression and arrangement of the ideas while they welcome
feedback from readings for motivation.

In addition, EIL learners’ exposure to online platforms for practicing language skills
in general and writing skills in particular may improve the same exponentially. It is
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therefore recommended that the learners be encouraged to employ online writing forums
and blogging websites to improve their writing skills. Moreover, the language instructors
should guide the learners in the classroom about how to access and use such forums; it will
thereby bring in diversity in the learners’ writing as they will be exposed to different styles
and genres of writing.

Recommendations

The limitations of the study should be acknowledged: small sample size and use of
self-reported questionnaire. Future studies can be conducted by expanding the sample size
and employing a mixed method approach to measure the relationship between article
writing and language proficiency. Another major avenue for future research is to find out
how much online writing improves the reading skills of English language learners. That
said, the currents study could not conduct gender-based comparative analysis of the issue.
An intensive enquiry can shed some light on whether male or female writers benefit more
from the online writing platforms. Additionally, this paper contributes to the existing body
of knowledge in language education by spotlighting the potential benefits of online writing
practices in language curricula. Educators can enhance the student's language skills by
providing them with opportunities to engage in meaningful and authentic writing
activities. Therefore, further research in this area will enrich our understanding of the
impact of writing on language learning.

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