An Empirical Study of Blog assisted EFL Process Writing: Evidence from Chinese Non English Majors

This study examined the effectiveness of blog assisted process writing for Chinese EFL students. Instruments for it included pre test, post test, questionnaire, interview and SPSS 19.0. Eighty one sophomores of non English majors participated in a teaching experiment which lasted eighteen weeks or a semester when EFL writing was taught in class and out of class by means of blog. Result revealed that blog assisted EFL process writing had significantly improved students’ writing ability. In addition, most of the participants adopted positive attitude towards this writing model which proved to have played an active role in solving the problems that might arise in the practice of traditional EFL writing teaching.