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Fostering reflective writing and interactive exchange through blogging in an advanced language course

  • Lina Lee (a1)
Abstract
Abstract

Blog technology is a potential medium for encouraging reflective writing through self-expression and interactive exchange through social networking. This paper reports on a study using blogs as out-of-class assignments for the development of learners’ language competence. The study involved seventeen university students at advanced level who kept personal blogs over a14-week period. Data collected from blog pages, post surveys and final interviews reported affordances and challenges of using blogs for personal expression and collaborative interaction. The results showed that regularly creating blog entries had a positive impact on learners’ writing fluency and increased their motivation to write for a broad audience. Importantly, a four-skill integrated approach to task-based activities afforded opportunities for students to use the target language for blogging. The findings also indicate that peer feedback on the content prompted further discussion, whereas linguistic feedback from the instructor encouraged focus on form for language accuracy. The study concludes that learners’ critical thinking and technological skills are essential for the implementation of blog projects in L2 instruction.

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This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

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D. Huffaker (2004) The educated blogger: Using weblogs to promote literacy in the classroom. First Monday, 9(6). http://www.citeulike.org/user/jomeyertons/article/118616.

L. Lee (2009b) Promoting intercultural exchanges with blogs and podcastings: A study of Spanish-American telecollaboration. Computer Assisted Language Learning.

V. Samuda M. Bygate (2008) Tasks in second language learning. Houndmills, New York: Palgrave Macmillan.

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  • ISSN: 0958-3440
  • EISSN: 1474-0109
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