الفهرس 
Chapter OneOnly 14 pages are availabe for public view
 |  | from | 181 |  |  |
| | | from | 181 | | |
Abstract
The evolution of research on EFL (English as a Foreign Language) writing underscores the crucial role of an efficient writing process for EFL learners, encompassing elements like process-oriented writing, teacher guidance, peer interaction, and collaboration. Process-oriented writing, emphasizing the writing process and involving teacher support, accentuates interactivity and revision. Social Networking Services (SNS) tools, notably Instant Messenger (IM) and vlogs, provide robust interactivity, offering potential enhancements to learner cooperation. This study conducted a vlog-based experiment, both within and outside the English writing class, to scrutinize its impact on learners’ writing performance. SNS-based multimodal composing activities were integrated into higher education to assess their influence on writing proficiency. Two classes of junior tertiary education students (Freshmen at the American University in Cairo) were selected, with one class serving as the control group (lacking SNS-based multimodal composing), and the other as the experimental group. While both classes exhibited improved writing performance from pretest to posttest, the experimental group demonstrated significantly greater gains in readability, lexical complexity, and syntactic complexity. These results underscore the advantages of multimodal composing and SNS-based learning in elevating functional writing performance. Furthermore, a survey within the vlog group gauged learners’ perceptions and attitudes towards using vlogs for writing. The majority expressed positive views, deeming vlogs an enjoyable and effective method for enhancing writing skills and alleviating anxiety.
Keywords: SNS; Multimodal composing; Functional writing; Process-Oriented Writing; Anxiety in Writing, Vlog.