Leveraging Blogging and TED-Ed Videos for Developing Critical Reading and Technical Writing among Engineering Students

Abstract

The purpose of this study is to examine the effectiveness of integrating TED-Ed videos and blogging in engineering education to improve students’ grammar, critical reading, reading comprehension, and technical writing skills. Based on process writing theory and sociocultural theory, the intervention prioritises reflective practice, iterative writing, and group learning. Using a quasi-experimental design, 120 engineering undergraduates from various fields were split into experimental and control groups. The experimental group participated in a 12-week program that combined structured blogging tasks with grammar-focused TED-Ed videos, while the control group received traditional instruction. Student surveys, peer and instructor feedback, and grammar, reading, and writing pre- and post-tests were all used to gather data. The experimental group showed significantly greater improvements than the control group, as confirmed by both paired-sample and independent-sample t-tests (p < .001). Students' writing quality, critical thinking, coherence, and grammatical accuracy all showed significant improvements. When compared to conventional approaches, survey results also showed that blogging and TED-Ed increased motivation, engagement, and perceived benefits. The study concludes that process-based writing, digital tools, and collaborative pedagogies improve language and cognitive development. The results have significant ramifications for incorporating student-centred, technology-driven approaches into engineering curricula, and suggestions for wider implementation and long-term studies are explored.