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Blogging, which allows users to post texts to an online site and have others comment on them, is posited to benefit writing as a process. Whether or not blogging encourages recursive progression through the writing process, which is deemed essential to fostering writing ability, and the factors that help it to do so, still need further investigation, particularly when it is implemented in a Thai context. This study sought to determine if Thai EFL students who used blogs to complete writing assignments moved recursively through the writing process, and if so, what features of blogging seemed to promote this action. Some evidence of recursive progression was found; four aspects of blogging were determined to help students move recursively through the writing process: ease in comparing different versions of a text, ability to blog at one's convenience, the variety of comments one can receive, and the salience comments given to problems with a text.



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