![](https://editlib-media.s3.amazonaws.com/sources/IJCALLT.png)
Learners' Perceptions of the Effectiveness of Blogging for L2 Writing in Fully Online Language Courses
ARTICLE
Lina Lee, University of New Hampshire, Department of Languages, Literatures, and Cultures, Durham, NH, United States
IJCALLT Volume 7, Number 1, ISSN 2155-7098 Publisher: IGI Global
Abstract
The study explores how the application of blog assignments facilitated the L2 writing process and how blogging affects the way students view blog-based L2 writing instruction and peer feedback. The results showed that beginning students had a positive attitude toward the use of blogs because it gave them agency over their learning, and engaged them in co-construction of knowledge with their peers. While scaffolding through peer feedback affected students' self-regulated efforts to make improvement on written content and increase language accuracy, strategies for effective use of feedback from the instructor was important. This study concludes that blogging not only empowers students to be creative with the content, but also promotes attention to language forms. L2 educators are strongly encouraged to take full advantage of the widely available blog technology by incorporating it into their teaching methods to further promote critical reflection and collaborative interaction within socially bounded online learning environments.
Citation
Lee, L. (2017). Learners' Perceptions of the Effectiveness of Blogging for L2 Writing in Fully Online Language Courses. International Journal of Computer-Assisted Language Learning and Teaching, 7(1), 19-33. IGI Global. Retrieved August 13, 2024 from https://www.learntechlib.org/p/186658/.
Keywords
References
View References & Citations Map- Armstrong, K., & Retterer, O. (2008). Blogging as L2 writing: A case study. AACE Journal, 16(3), 233–251.
- Blackmore-Squires, S. (2010). An investigation into the use of s blog as a tool to improve writing in the second language classroom [Unpublished MA dissertation]. University of Manchester, UK.
- Bloch, J. (2007). Abdullah’s blogging: A generation 1.5 student enters the blogosphere. Language Learning& Technology, 11(2), 128–141.
- Bonzo, D. (2008). To assign topics or not: Observing fluency and complexity in intermediate foreign language writing. Foreign Language Annals, 41(4), 722–735.
- Chapelle, C.A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge, UK: Cambridge University Press.
- Chen, J.C., & Brown, K.L. (2012). The Effects of authentic audience on English as a second language (ESL) writers: A task-based, computer-mediated approach. Computer Assisted Language Learning, 25(5), 435–454.
- Ciftci, H., & Kocoglu, Z. (2012). Effects of peer e-feedback on Turkish EFL students writing performance. Journal of Educational Computing Research, 46(1), 61–84. Doi:10.2190/EC.46.1.c
- Cumming, A. (2009). The contribution of studies of foreign language writing to research, theories and policies. In R. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching, and research (pp. 209–231).
- Dippold, D. (2009). Peer feedback through blogs: Student and teacher perceptions in an advanced German class. ReCALL, 21(1), 18–36. Doi:10.1017/S095834400900010X
- Elola, I., & Oskoz, A. (2008). Blogging: Fostering intercultural competence development in foreign language and study abroad contexts. Foreign Language Annals, 41(3), 454–477.
- Ferris, D.R. (2003). Response to student writing: Implications for second language Students. Mahwah, NJ: Lawrence Erlbaum Associates.
- Hegelheimer, V., & Lee, J. (2013). The role of technology in teaching and researching writing. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary computer-assisted language learning (pp. 287–302).
- Lam, R. (2013). The relationship between assessment types and text revision. ELT Journal, 67(4), 446–458.
- Lee, L. (2008). Focus on form through collaborative scaffolding in expert-to-novice online interaction. Language Learning& Technology, 12(3), 53–72.
- Lee, L. (2010). Fostering reflective writing and interactive exchange through blogging in an advanced language course. ReCALL, 22(2), 212–227. Doi:10.1017/S095834401000008XLee,L.(2011a).Blogging:Promotinglearner autonomy and intercultural competence through study abroad. Language Learning& Technology, 15(3), 87–109.
- Lee, L. (2016). Autonomous learning through task-based instruction in fully online language courses. Language Learning& Technology, 20(2), 81–97.
- Lee, L., & Markey, A. (2014). A study of learners perceptions of online intercultural exchange through Web 2.0 technologies. ReCALL, 26(3), 1–20. Doi:10.1017/S0958344014000111
- Lin, M.H. (2014). Effects of classroom blogging on ESL student writers: An empirical reassessment. The AsiaPacific Education Researcher, 23(3), 577–590.
- Lin, M.H. (2015). Learner-Centered Blogging: A Preliminary Investigation of EFL Student Writers’ Experience. Journal of Educational Technology& Society, 18(4), 446–458.
- Liu, J., & Sadler, R.W. (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2(3), 193–227. Doi:10.1016/S1475-1585(03)00025-0
- Murray, L., & Hourigan, T. (2008). Blogs for specific purposes: Expressivist or socio-cognitivist approach? ReCALL, 20(1), 82–97. Doi:10.1017/S0958344008000719
- Nguyen, P.T. (2012). Peer feedback on second language writing through blogs: The Case of a Vietnamese EFL classroom. International Journal of Computer-Assisted Language Learning and Teaching, 2(1), 13–23.
- Pinkman, K. (2005). Using blogs in the foreign classroom: Encouraging learner independence. JALTCALL Journal, 1(1), 12–24.
- Polio, C. (2012). The relevance of second language acquisition theory to the written error correction debate. Journal of Second Language Writing, 21(4), 375–389.
- Richardson, W. (2011). Blogs, wikis, podcasts, and other powerful Web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press.
- Rourke, L., & Kanuka, H. (2009). Learning in communities of inquiry: A review of the literature. Journal of Distance Education, 23(1), 19–48.
- Song, W., & Usaha, S. (2009). How EFL university students’ use electronic peer response into revisions. Suranaree Journal of Science& Technology, 16(3), 263–275.
- Stickler, U., & Hampel, R. (2010). Cyber Deutsch: Language production and user preferences in a Moodle VLE. CALICO Journal, 28(1), 49–73.
- Sullivan, N., & Pratt, E. (1996). A comparative study of two ESL writing environments: A computer assisted classroom and a traditional oral classroom. System, 29(4), 491–501. Doi:10.1016/S0346-251X(1996)00044-9
- Sun, Y.C. (2010). Extensive writing in foreign‐language classrooms: A blogging approach. Innovations in Education and Teaching International, 47(3), 327–339.
- Sun, Y.C., & Chang, Y.J. (2012). Blogging to learn: Becoming EFL academic writers through collaborative dialogues. Language Learning& Technology, 16(1), 43–61.
- Vurdien, R. (2013). Enhancing writing skills through blogging in an advanced English as aforeign Language class in Spain. Computer Assisted Language Learning, 26(2), 126–143. Doi:10.1080/09588221.2011.639784
- Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press. Yang, S.H. (2009). Using blogs to enhance critical reflection and community of practice. Journal of Educational Technology& Society, 12(2), 11–21.
- Ware, P. (2011). Computer-generated feedback on student writing. TESOL Quarterly, 45(4), 769–775. Doi:10.5054/tq.2011.272525
- Ware, P., & Kessler, G. (2013). CALL and digital feedback. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary Computer-Assisted Language Learning (pp. 323–339). London: Continuum.
- Ware, P., & O’Dowd, R. (2008). Peer feedback on language form in telecollaboration. Language Learning& Technology, 12(1), 43–63.
- Williams, J. (2005). Teaching writing in second and foreign language classrooms. Boston, MA: McGraw-Hill.
- Wu, H. (2015). The effects of blog-supported collaborative writing on writing performance, writing anxiety and perceptions of EFL college students in Taiwan [Doctoral Dissertation]. University of South Florida.
- Zhang, D. (2009). The application of blog in English writing. Journal of Cambridge Studies, 4(1), 64–72. Lina Lee (Ph.D. University of Texas, Austin) is a Professor of Spanish at the University of New Hampshire where
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Student learning in higher education through blogging in the classroom
Elaine Garcia, University of Law Business School Online, United Kingdom; Jonathan Moizer, Faculty of Business, United Kingdom; Stephen Wilkins, Faculty of Business & Law, United Arab Emirates; Mohamed Yacine Haddoud, Faculty of Business, United Kingdom
Computers & Education Vol. 136, No. 1 (July 2019) pp. 61–74
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.