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Category one presents the participants’ attitudes towards the usefulness of blobbing assignments. Category two presents the participants’ attitudes towards the usefulness of reading their classmates’ blobs. Category three presents the participants’ attitudes towards the usefulness of reading their classmates’ comments. Usefulness of Blobbing Assignments The results from the questionnaire showed that the majority of the participants (78%) agreed that the application of blobbing was interesting. Eighty-six percent of the participants reported that after a few blobbing assignments, their writing was getting better.
Seventy-three percent reported that they spent equal or less time blobbing compared to traditional writing. Fifty-six percent of the participants reported that writing blobs required more effort than writing in a traditional way. Nevertheless, only two participants reported that they preferred traditional writing to writing blobs. After all, 69% of the participants reported that they were satisfied with the application of blobbing in the classroom. Table 7 concludes the participants’ responses in this category.
The participants also compared their writings with those of the classmates in many areas, for example writing styles and contents (5 participants), vocabulary and spelling (7 participants), grammar (5 participants) and the length of the works (2 participants). In terms of their opinion regarding their works being read by their classmates, 14 participants reported Tanat naval ten classmates read tenet Logs encouraged t to write more carefully. On the other hand, four participants reported that they felt discouraged having their blobs read. They were worried that other people would not understand their writings.
The summary of this category is presented in Table 8. Table 8 Types of responses I Number of Participants I I can develop my language skills. It encouraged me to write more carefully. 114 1 I can exchange ideas with my friends. | 7 | I compare vocabulary and spelling. I compare the writing style and content. ‘ compare the grammar. | 755 | It discouraged me, worrying others would not understand. 14 1 1 compare the length of the text. | 2 | Usefulness of Reading Other Participants’ Comments The results from the questionnaire revealed that most participants felt positive about their classmates’ comments.
Majority of them (18 participants) reported that it was good to have people commented on their blobs because they knew that at least their blobs were read. It also showed that those who gave comments understood their blobs (5 participants). Sixteen participants reported that after their works were commented, they would try to write better next time. Regarding the types of comments, twelve participants reported that they did not like strong comments, 4 artisans did not like impolite comments, and 3 participants did not like comments that are irrelevant to the writings.
Ten participants reported that they liked positive opinions and suggestions. Seven participants liked compliments. Six of the participants reported that they could improve their writings from the comments they received. The results of this category are shown in Table 9. Table 9 Opinion on Reading Other Participants’ Comments Types of responses I Number of participants I It was good that the blobs were read. ‘ tried to write better after I read the comments. ‘ did not like criticism. | 181612 | I like positive opinions and suggestions I like compliments. 7 | I can improve my writing from the comments. | 6 It was good that other people understood the blobs I did not like impolite and rude comments. | 4 | I did not like irrelevant comments. | 3 | 15 Participants’ Suggestions for the Application of Blobbing This category reports the participants’ general opinions on the application of Doodling. It also presents some suggestions Tort Torture Implementations mace ay ten participants. Eight participants expressed that they had problems with their writings. Six participants suggested fewer and shorter assignments.
Four participants suggested that more user-friendly blobs should be used because they found that menace’s interface was difficult. A few participants also reported that they had problems with technology and resource (computer). Three participants wanted vocabulary exercises to be included in the blob assignments. Lastly, five participants suggested that the application of blobbing in the classroom should be continued in the future. The summary of the participants’ opinions and suggestions is presented in Table 10 Opinions and Suggestions about the Application of Blobbing Types of Responses I Number of Participants I
I have problems with writing skills. | 8 | There should be fewer and shorter assignments. | 6 | The continuation of blobbing application would be good. User-friendly blobbing software. | 4 | I want an addition of vocabulary exercises. | 3 | I have problems with technology, computers. | 3 | Summary of the Chapter I Choose more This chapter described the results of the analysis of the data about the effects of blobbing assignments on students’ written production. The chapter also presented the participants’ experience with blobs, and the participants’ feedback after blobbing s assignments.
This current analysis employed two types of analyses: repeated measure NOVA as a statistical analysis of the development of students’ written production and a thematic analysis to analyze the participants’ responses from the questionnaires. The results of data analysis showed that blobbing assignments did not have statistically significant effect on the participants’ development of written productions. However, the participants had positive attitudes towards their blobbing experiences. They made a few suggestions about the application of blobbing in FEEL classrooms.