Blog and Intercultural Grouping Effect on Learners’ Perceptions of Intercultural Communication Projects

Ghada Awada (1) , Nuwar Mawlawi Diab (2)
(1) American University of Beirut School of Arts and Sciences , Lebanon
(2) Lebanese American University School of Arts and Sciences , Lebanon


This study investigated the effect of integrating Blog Assisted Language Learning(BALL) and small culturally -mixed group work on improving the perceptions of intercultural communication and writing research projects of university students (n=102) of different cultures enrolled in Advanced Rhetoric classrooms in two American universities during a 16-week period. The study employed Pre-test/Post-test control group design whereby the experimental group participants received the treatment encompassing the integration of blog-mediated instruction and culturally-mixed group work and the control group received regular research instruction. Data were collected using two surveys. The findings proved that the treatment was effective in improving the experimental group perceptions of the intercultural communication and writing research projects whereas the control group did not show similar improvement.

Full text article

Generated from XML file


Ai, H. (2017). Providing graduated corrective feedback in an intelligent computer-assisted language learning environment. ReCALL, 1-22. DOI:

Arslan, R. Ş., and Şahin-Kızıl, A. (2010). How can the use of blog software facilitate the writing process of English language learners? Computer Assisted Language Learning, 23(3), 183-197. DOI:

Barker, M., Hibbins, R., and Woods, P. (2012). Bringing forth the graduate as a global citizen: an exploratory study of masters-level business students in Australia. International students negotiating higher education: Critical perspectives approach, 142-154.

Bikowski, D., and Vithanage, R. (2016). Effects of Web-Based Collaborative Writing on Individual L2 Writing Development. Language Learning and Technology, 20(1), 79-99.

Brislin, R., and Yoshida, T. (1994). Intercultural communication training: An introduction.Thousand Oaks, CA: Sage DOI:

Borthwick, K., and Gallagher-Brett, A. (2014). ‘Inspiration, ideas, encouragement’: teacher development and improved use of technology in language teaching through open educational practice. Computer Assisted Language Learning, 27(2), 163-183. DOI: 10.1080/09588221.2013.818560 DOI:

Campbell, A. (2003). Weblogs for use with ESL classes. The Internet TESL Journal, IX, 2.

Cartney, P., and Rouse, A. (2006). The emotional impact of learning in small groups: highlighting the impact on student progression and retention. Teaching in Higher education, 11(1), 79-91. DOI:

Chen, G. M. (2010). A study of intercultural communication competence. China Review Academic Publishers.

Chen, W. C., Shih, Y. C. D., and Liu, G. Z. (2015). Task design and its induced learning effects in a cross-institutional blog-mediated telecollaboration. Computer Assisted Language Learning, 28(4), 285-305. DOI:

Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. Educate~, 7(1), 39-47.

Ellison, N. B., and Wu, Y. (2008). Blogging in the classroom: A preliminary exploration of student attitudes and impact on comprehension. Journal of Educational Multimedia and Hypermedia, 17(1), 99.

Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of education and work, 14(1), 133-156. DOI:

Fall, L. T., Kelly, S., MacDonald, P., Primm, C., and Holmes, W. (2013). Intercultural communication apprehension and emotional intelligence in higher education: Preparing business students for career success. Business Communication Quarterly. DOI:

Furcsa, L. (2009). Outcomes of an intercultural e-mail based university discussion project. Language and Intercultural Communication, 9(1), 24-32. DOI:

Goldsmith, M., Stewart, L., and Ferguson, L. (2006). Peer learning partnership: An innovative strategy to enhance skill acquisition in nursing students. Nurse Education Today, 26(2), 123-130. DOI:

Lamy, M., and Hampel, R. (2007). Online communication in language learning and teaching. Springer. DOI:

Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning and Technology, 15(3), 87–109.

Liu, S., and Dall'Alba, G. (2012). Learning intercultural communication through group work oriented to the world beyond the classroom. Assessment and Evaluation in Higher Education, 37(1), 19-32. DOI:

Loving, C. C., Schroeder, C., Kang, R., Shimek, C., and Herbert, B. (2007). Blogs: Enhancing links in a professional learning community of science and mathematics teachers. Contemporary Issues in Technology and Teacher Education, 7(3), 178-198.

Lujan, H. L., and DiCarlo, S. E. (2006). First-year medical students prefer multiple learning styles. Advances in Physiology Education, 30(1), 13-16. DOI:

Melo-Pfeifer, S. (2015). Blogs and the development of plurilingual and intercultural competence: Report of a co-actional approach in Portuguese foreign language classroom. Computer Assisted Language Learning, 28(3), 220-240. DOI:

Iinuma, M. (2016). Learning and Teaching with Technology in the Knowledge Society: New Literacy, Collaboration and Digital Content. Springer. DOI:

Richdson, J. T. (2005). Instruments for obtaining student feedback: A review of the literature. Assessment and Evaluation in Higher Education, 30(4), 387-415. DOI:

Rogers, E. (1995). Diffusion of innovations (4th ed.). New York: Free Press.

Ryan, R. M., and Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67. DOI:

Salazar, M. G., and Agüero, M. F. (2016). Intercultural Competence in Teaching: Defining the

Intercultural Profile of Student Teachers. Bellaterra Journal of Teaching and Learning Language and Literature, 9(4), 41-58.

Seethmraju, R., and Borman, M. (2009). Influence of group formation choices on academic performance. Assessment and Evaluation in Higher Education, 34(1), 31-40. DOI:

Steinert, Y. (2004). Student perceptions of effective small group teaching. Medical education, 38(3), 286-293. DOI:

Stevenson, M., and Liu, M. (2010). Learning a Language with Web 2.0: Exploring the Use of Social Networking Features of Foreign Language Learning Websites. CALICO Journal,27(2), 233-259. DOI:

Szostek, C. (1994). Assessing the effects of cooperative learning in an honors foreign language classroom. Foreign Language Annals, 27(2), 252-261. DOI:

Taylor, J.and Bedford, T. (2004). Staff perceptions of factors related to non‐completion in higher education. Studies in Higher education, 29(3), 375-394. DOI:

Ware, P. (2013). Teaching comments: intercultural communication skills in the digital age. Intercultural Education, 24(4), 315-326. DOI:

Xie, Y., Ke, F., and Sharma, P. (2008). The effect of peer feedback for blogging on college students' reflective learning processes. The Internet and Higher Education, 11(1), 18-25. DOI:

Yim, S., and Warschauer, M. (2017). Web-based collaborative writing in L2 contexts: Methodological insights from text mining. Language Learning and Technology, 21(1), 146-165.

Zhang, H., Song, W., Shen, S., and Huang, R. (2014). The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course. Australasian Journal of Educational Technology, 30(6). DOI:


Ghada Awada (Primary Contact)
Nuwar Mawlawi Diab
Author Biographies

Ghada Awada, American University of Beirut School of Arts and Sciences

Dr. Ghada Awada is a senior education consultant, a Fulbright Scholar and a coordinator of American University of Beirut CEC certificate programs. She is an expert in curriculum design, textbook writing, teacher education and learning difficulties. She worked as a consultant in different projects for the American University of Beirut, institutions, and schools in many Arab countries. She also worked as consultant for ESCWA from 2013-2014, World Bank from 2016-present, and DRASATI from 2011-2015 to give training on HUBS, ICT, and 21 century skills, strategies, and techniques. She was awarded appreciation certificates by MEHE (2004), Lebanese university (2004), Lebanese American University- Teaching Excellence trophy (2013), American university of Beirut (2017) and Lebanese Army Research Center(2017).

Nuwar Mawlawi Diab, Lebanese American University School of Arts and Sciences

Dr. Nuwar Mawlawi Diab has taught English language courses for the past 30 years, first at the American University of Beirut then at the Lebanese American University, Lebanon. In addition to teaching, she served as a coordinator of several English language courses and has been the Director of the B.A. in Translation program at the Lebanese American University since 2012. Dr. Mawlawi Diab is an expert on writing feedback and assessment and has published on this topic in internationally refereed journals, namely System and Assessing writing as well as in international conference proceedings. Dr. Mawlawi Diab is a member of the American Association of Applied Linguistics (AAAL) and of the International Association for Translation and Intercultural Studies (IATIS).

Awada, G., & Diab, N. M. (2018). Blog and Intercultural Grouping Effect on Learners’ Perceptions of Intercultural Communication Projects. Journal of Intercultural Communication, 18(3), 1–11.

Article Details

Smart Citations via scite_
  • Abstract 171212
  • PDF 16