Using weblogging to develop schema-based English reading skills of Chinese students in Hong Kong secondary schools

This thesis investigates how far weblogging can be used to develop schema English reading skills of Chinese secondary school students in Hong Kong. The theoretical foundation of the research design is built on a sociocultural model originating in Constructivism within which communication through discussion or sharing of ideas is the preferred approach for second language learning. Constructivists’ theory integrates reading, schema, and weblogging that are the three core concepts to be examined in my research. The examination is facilitated by the methodological framework that adopts a mixed methods approach involving case study and experimental study methods. An experiment was conducted among eight sample case Chinese students of which four students formed an online community of practice on weblog so that they could experience reflective learning while using their schemata in reading English texts. Both qualitative and quantitative data were collected from the experiment and case studies. Analysis of these data had considered individual differences of Chinese students in the process of English reading skills development. The analyzed results give evidences to address the research purposes and questions on exploring the relationship between weblogging and second language textual development, in particular schema-based English reading skills of Chinese students. Major findings of the research reveal how weblogging can facilitate schema development in reading and explain to what extent weblogging can be used as a useful means to develop schema-based reading skills in the context of second language learning