Blogging for Self-Determination with L2 Learner Journals

Alm, Antonie

doi:10.4018/9781605661902.ch011

Cited by 7 publications

(10 citation statements)

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“…In her review of the affordances of blogs for self-directed learning, Robertson (2011) notes that blogs may be tools that can lead to self-directed learning and peer coaching of self-directed learning skills through the emotional and cognitive support they offer. Alm (2009) also found that blog-based reflective writing increased the learners' sense of autonomy and eventually had a positive impact on L2 learners' perception of language learning.…”

Section: Blogs As Teaching and Learning Toolsmentioning

confidence: 93%

“…Here blogs have been found to enable social support in learning by providing a dialogic space (Enyedy and Hoadley 2006) or to provide the social medium for promoting the sense of being part of a learning community (Top 2012). Researchers have found that blogs have potential for language learning as a tool to promote students' writing (Martindale and Wiley 2005;Wang and Hsua 2008;Alm 2009), to facilitate further collaboration on in-class discussion (Wang and Hsua 2008), to enhance English language learners' oral performance, to permit individualised oral feedback via audioblogs (Hsu et al 2008) and to encourage peer feedback (Dippold 2009). …”

Section: Blogs As Teaching and Learning Toolsmentioning

confidence: 98%

“…There is some evidence to suggest that blogs can foster language learners' sense of autonomy and have a positive impact on language development (Alm 2009), and that there are positive effects from language learners' co-construction and co-mediation in such a 'shared space' where learners get together to carry out tasks (Yang 2011). As Selwyn points out, however, although 'few educators would contest the idea that technology use often leads to some form of learning gain or benefit ' (2011: 65), in most contexts it has proven a very difficult task to ascribe 'a causal "effect" or even association between technology use and learning' (Selwyn 2011: 85).…”

Section: Introductionmentioning

confidence: 98%

See 2 more Smart Citations

Two approaches to the use of blogs in pre-service foreign language teachers' professional development: a comparative study in the context of two universities in the UK and the US

Fisher

Kim

2013

The Language Learning Journal

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This article explores the use of blogs for pre-service language teacher education in two national settings, the UK (University of Cambridge) and the US (University of South Florida). Taking two approaches to blogging and to learning through blogging (one based on self-reflection and a constructivist approach and one based on social and collaborative learning and a sociocultural approach), the research examines how pre-service language teachers both use and understand the affordances of blogs for their professional development. Data were collected from the participants' blog entries during their eight/nine month courses and from individual interviews conducted and analysed inductively. Some distinct themes emerged from the two settings. In the UK setting, there was deep analytical reflection on professional development, on professional identity and on change, with the participants perceiving the benefits of the blog to be the distance it provides from events and the cathartic effects of writing. In the US setting, findings suggest that the blog was used as a space for joint sharing of resources and ideas, and for co-constructive learning. Participants noted the affordances to be sharing information, developing professionalism and collaborative learning. While the approach to blogging was different in the two settings, the engagement in both was dialogic; the blogs functioned as a 'thinking device' that enhanced professional development. Their use may transfer from pre-service teachers' learning to their teaching.

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Section: Blogs As Teaching and Learning Toolsmentioning

confidence: 93%

Section: Blogs As Teaching and Learning Toolsmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 98%

See 1 more Smart Citation

Two approaches to the use of blogs in pre-service foreign language teachers' professional development: a comparative study in the context of two universities in the UK and the US

Fisher

Kim

2013

The Language Learning Journal

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“…Murray, Hourigan, and Jeanneau (2007) integrated blogs as the learner blog in which individual students reflected on their language learning from the class. Alm (2009) found that the learner blog approach as alternative writing practice to paper-based exercise book promoted students' sense of autonomy. The students also reported a positive influence of blog writing on the development and awareness of the target language.…”

Section: Blog Genresmentioning

confidence: 97%

Exploring genres and mediated actions in Taiwanese college students’ blog writing

Chang¹

2011

JALTCALL

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This study examines genres displayed in 25 Taiwanese college students' English blogs and their mediated actions in the English blog writing through the lens of activity theory. The results showed that the interwoven relationships among individuals' agency, the goals they set for the task, the mediated tools, and the contextual elements led to different individual activity systems in completion of the blog task. The findings further revealed that the free-writing blog task allowed EFL students to practice writing in different genres and to suit individual and gender preference on rhetorical selection. The results implied that language teachers should be aware of the influence of personal and contextual factors on EFL students' English blog writing.

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“…In much of the research in this line, technology is often presented as a solution to the problems that arise due to the very nature of classroom based language learning. Alongside the basic language skills, potentials of Web 2.0 tools have been investigated in many other areas such as learner autonomy (Alm, 2009), self-regulation strategies (Hsiao, Tsai, Lin, & Lin, 2012) …”

Section: Web 20 and Language Learningmentioning

confidence: 99%

Exploring EFL Learners' Use of Web 2.0 Tools: Preliminary Findings

Kızıl¹

2017

PAU J Soc Sci Ins

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The shift from 'read only web' to 'read and write' web has substantially changed the practices in the field of language education depending on the enormous potential of Web 2.0 technologies on language learning. However, understanding to what extent the language learners are aware of and proficient in using Web 2.0 tools remains a key consideration. Reporting on some preliminary results from a larger research project, this study aims to investigate the use of Web 2.0 tools by English as a Foreign Language (EFL) learners in their personal and educational life. Chosen through convenience sampling, the participants include 572 university level EFL learners. The data was collected through questionnaires and analysed using descriptive statistics. Suggesting a greater diversity with regard to the range and the proficiency in the use of Web 2.0 tools, the findings show that while established technologies such as searching for information or social networks are very popular among preparatory EFL learners, newer technologies including self-publishing and content creation tools are used by a rather small portion of the students.

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Blogging for Self-Determination with L2 Learner Journals

Cited by 7 publications

References 0 publications

Two approaches to the use of blogs in pre-service foreign language teachers' professional development: a comparative study in the context of two universities in the UK and the US

Two approaches to the use of blogs in pre-service foreign language teachers' professional development: a comparative study in the context of two universities in the UK and the US

Exploring genres and mediated actions in Taiwanese college students’ blog writing

Exploring EFL Learners' Use of Web 2.0 Tools: Preliminary Findings

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