International Journal of Pedagogics
275
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
275-278
10.37547/ijp/Volume05Issue04-73
1
Analyzing the Effectiveness of Blogging in Enhancing
University Students' Lexical Competence
Gulnorakhon Muminova
Fergana State University, PhD student, Uzbekistan
Received:
28 February 2025;
Accepted:
29 March 2025;
Published:
30 April 2025
Abstract:
This paper investigates the role of blogging in developing the lexical competence of university students.
Blogging is a dynamic platform that enables students to use English authentically in a meaningful context. By
incorporating blogging into language learning, students are encouraged to improve their language skills, and
increase the amount of active vocabulary. The current study aimed to the influence of blogs on developing lexical
competence, vocabulary growth, and retention. The research employed a quantitative methodology with the
experimental design, using pretests and posttests with 412 second-grade students from Fergana State University
(FSU). The data was analyzed using mathematical methods, namely Student's t-test and Pearson's correlation. The
findings revealed that the experimental group outperformed the control group significantly. It can be concluded
that Blooging significantly enhances students’ lexical competence, serving as an effective tool for overcoming
lexical barriers.
Keywords:
Lexical competence, blogging, writing, vocabulary, multimodal text, authentic material.
Introduction:
Lexical competence is a crucial aspect of
academic
success
and
language
proficiency,
encompassing the ability to recognize the of meaning
of a word and use it appropriately in a meaningful
context. According to English linguists Michael
McCarthy and Ronald Carter, lexical competence
involves not only knowing the meanings of words but
also the ability to use them in context, understand
word combinations, and employ an appropriate style
for a given situation. They emphasize that lexical
competence
is
achieved
not
through
rote
memorization of words but by learning to use them in
context and understanding the social and pragmatic
aspects of language use. They highlight the importance
of lexical competence in developing students' ability to
use language effectively and accurately, focusing on
aspects such as collocations, register, and other
linguistic features.
Another English methodologist, David Crystal, defines
lexical competence as the ability to use words
effectively and accurately in various contexts,
understand their connotations, and know their
collocations and grammatical properties.
Norbert Schmitt, an English scholar in the field of
applied linguistics, emphasizes that developing lexical
competence requires having extensive vocabulary, the
ability to use words and phrases appropriately in
context, and utilizing authentic materials to enhance
these skills. As lexical competence is a fundamental
component of foreign language acquisition, enhancing
it is important to convey messages and effective
communication. In the current technological era,
teachers are required to use modern tools in language
teaching to motivate students to overcome challenges
and facilitate the learning process. In this study
researcher employed blogging as a research tool.
Recent studies show that as students read and follow
blogs, they automatically become familiar with the
culture of the target language and discover a wealth of
cultural information. The English methodologist Lina, in
her research, highlights that blogs allow users to reflect
on intercultural issues and cultural exchanges. Thus, we
can understand blogs as bridges for information
exchange between people. Moreover, by using blogs,
teachers and students succeed in strengthening their
communication in English.
Problem statement
Students often face challenges in developing
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International Journal of Pedagogics (ISSN: 2771-2281)
communicative competencies, particularly in writing
and speaking skills, due to a lack of vocabulary and
understanding of how to use appropriate words in
various contexts. It is believed that blogs can serve as a
modern resource to improve lexical competence,
which
forms
the
foundation
for
enhancing
communicative skills. This study aims to determine
whether using blogs differs from traditional
coursebooks in their effectiveness in developing lexical
competence, particularly in terms of active vocabulary.
The objective of the study
The main objectives of the current research are as
follows:
1.
To determine the effectiveness of using blogs
in improving the lexical competence of second-year
students at FSU.
2.
To compare the pretest and posttest results of
students who used blogs with those who used
traditional tools.
Literature Review
Russian methodologist A. Gareyev writes that the
process of creating blog posts and leaving comments
helps students develop critical thinking, self-study, and
writing skills. Therefore, blogging and integrating it into
the learning process positively impact not only the
reinforcement of lexical elements but also the
development of all language skills. For example, by
creating video or audio blogs, students can enhance
their speaking skills. In this regard, blogs serve as an
effective tool for fostering creativity, critical thinking,
and presentation skills.
As for writing skills, students can improve their writing
effectiveness almost unconsciously by posting content
of their interest and writing comments. During the
development of both skills, students naturally expand
their lexical knowledge. In other words, students'
lexical proficiency becomes more active. This, in turn,
contributes to the development of lexical competence.
Anna Vladimirovna, in her work, highlights the didactic
features of blogs, such as openness, convenience, and
social interaction. She emphasizes that integrating
blogs into the educational process enhances students'
motivation to learn a foreign language more deeply and
thoroughly. As using blogs is simple and convenient,
they are easy to incorporate both during lessons and
outside the classroom, creating a hassle-free
experience for both teachers and students. Blogs are
practical and convenient tools that can be easily
applied both during lessons and outside of the
classroom. They pose no challenges for teachers or
students, reflecting the ultimate criterion of
practicality.
One of the English researchers, Campbell, classified the
use of blogs in English as a Foreign Language (EFL)
programs into three types:
Tutor Blog
: This is a blog managed by the teacher and
serves as a platform to assign daily tasks and facilitate
communication with students outside the classroom.
By posting new texts on their blog, teachers can help
students reinforce the vocabulary they have recently
learned in class. Additionally, the teacher can post
sentences containing the target vocabulary for the next
lesson or share links to relevant materials.
Class Blog
: This type of blog functions as an online
discussion board where students can engage in debates
on topics covered during lessons. Moreover, the class
blog serves as a reminder for homework and upcoming
discussion topics.
Student Blog
: Managed by an individual student or a
small group of students, this blog provides an
opportunity to develop writing and reading skills,
enhance lexical competence, and foster a sense of
ownership. Students can also gain practical experience
in creating hypertext while exploring the legal, ethical,
and practical aspects associated with it.
METHODS
The study aimed to investigate the effectiveness of
using blogs. The population of study was distributed
into two groups. The students in the experimental
group were taught using multimodal texts, such as
blogs and blogging technology, while the lessons in the
control group were conducted in traditional ways.
Research questions:
This study specifically addressed to answer the
following questions:
1. Is using blogs effective in improving the lexical
competence of second-year students of Fergana State
University?
2. Is there any significant difference between the result
of the pretest and posttest of students after using the
blog platform?
Participants
The population of the study was comprised of 412
second-grade students from the faculty of English
Language and Literature at Fergana State University.
Research design and Procedure
The study adopted a pre-experimental research design
involving pretests and posttests to evaluate students'
lexical competence proficiency. During research
training session, in collaboration with higher education
institution teachers, the lesson process was organized
in experimental groups using technologies that
included multimodal text types in LSI (Language Skills
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International Journal of Pedagogics (ISSN: 2771-2281)
Integration) and Reading and Writing subjects to
develop students' lexical competence. Specifically, by
applying the “Blogging” technology, new words were
learned; listening comprehension, speaking, and
writing skills were integrated to develop competence in
the learned lexical units. The teacher instructed
students to register website namely, edublogs.com.
Students were guided on enrolling in class blogs to post
their content and comments. In the control groups,
however, the same lessons were conducted in a
traditional method using textbooks and manuals.
RESULT AND DISCUSSIONS
The main purpose of this research was to investigate
how effective use and writing blog posts on students’
lexical competence development. Nowadays, most
students are attracted by social media and networking.
They are eager to perceive new information in a
modern way. Considering this factor, the researcher
encourages students to use blog posts in academic
settings. The pre-test was administered at the
beginning of the experimental trial to assess students'
vocabulary proficiency. Following is the Analysis of Pre-
Experimental Results (in Numbers and Percentages) on
the Use of Multimodal Text Technologies in Developing
Lexical Competence of English Major Students
The table 1. The result the pre-test.
Groups
Number of
students
Achievement Results (in %)
High
Intermediate
Low
Experimental groups
211
53
25
76
36
82
39
Control groups
201
42
21
72
36
87
43
According to the pre-experimental results, differences
in knowledge, skills, and competencies were identified
between the experimental and control group students.
The results of the pre-test of the experimental and
control groups were compared. After eight weeks of
experimental trials, the researcher conducted the post-
test from participants of experimental and control
groups. A comprehensive statistical analysis was
conducted to evaluate this situation objectively. The
obtained conclusions confirm that the experimental
research was carried out correctly and effectively from
scientific,
pedagogical,
technological,
and
methodological perspectives (see Table 2).
Table 2. The result of the post-test.
Groups
Number of
students
Achievement Results (in %)
High
Intermediate
Low
Experimental groups
211
101
48
74
35
36
17
Control groups
201
52
26
79
39
70
35
As seen in table 2, the indicators of the experimental
group are higher than those of the control group. The
students in the experimental groups showed a higher
improvement in their lexical competence using
multimodal text technologies compared to the control
groups (by 13.3%).
Therefore, the experimental trials confirmed that the
use of multimodal text technologies in the
development of lexical competence among English
language students leads to increased teaching
effectiveness.
CONCLUSION
In this paper, the researcher aimed to explore the
impact of using blogs on vocabulary learning, analyzing
their effectiveness in enhancing lexical competence
and overall language development. The research
findings determined that blogs have a powerful
influence on the development of lexical competence in
the English language. They are not only a reliable and
effective tool for expanding vocabulary but also
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
contribute to improving other language skills, including
speaking, writing, reading, and listening. Blogs serve as
educational tools for carrying out multiple activities
and tasks in learning new lexical items. Furthermore,
blogs provide an interactive and engaging learning
environment, allowing learners to practice new words
in context, receive feedback, and enhance their
communication skills. Additionally, they encourage
autonomous learning, foster creativity, and support
collaboration among students. The multimedia
elements of blogs such as images, videos, and
hyperlinks, offer a multimodal approach to vocabulary
acquisition, making the learning process more dynamic
and effective.
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