چكيده به لاتين
Abstract
The purposes of this study were to determine (a) students’ performance on blog writing and their
evaluation of their peers’ writing, (b) to compare autonomous and non-autonomous students’
performance in keeping a diary, and (c) to compare autonomous and non-autonomous students’
writing performance on the pre, mid, and posttests of writing. The present research was carried out
with 31 fourth grade students at one of the international schools in Tehran for the academic year
of 2017–2018. In this study, a mixed research design, adopting both quantitative and qualitative
research procedures, was employed. The quantitative data were collected through Learner
Autonomy Questionnaire and students’ descriptive paragraphs. The qualitative data, on the other
hand, were gathered through diaries and blogs. The results revealed that there was statistically
significant difference between autonomous and non-autonomous students’ pretest, midtest, and
posttest of writing, implying that doing autonomous writing activities was effective in improving
students writing performance. The results also showed that autonomous and non-autonomous
students revealed different patterns of behavior in their blog and diary writing.
