Blogs in Language Learning: Maximizing Students’ Collaborative Writing

Amir, Zaini; Ismail, Khaidzir; Hussin, Supyan

doi:10.1016/j.sbspro.2011.05.079

Cited by 40 publications

(36 citation statements)

References 2 publications

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“…The findings of this study are in line with those of previous studies. First, blogging is motivating (mean=4.174, SD=.499) for L2 learners of writing (Amir, et al, 2011;Bakar & Ismail, 2009;Hsu & Wang, 2010;Lee, 2010;Sun, 2009). As Trajtemberg & Yiakoumetti (2011) pointed out, "[b]logs assist in motivating learners to use language for real communicative purposes and to write in English in ways that they have not previously experienced" (p. 9).…”

Section: Resultsmentioning

confidence: 99%

“…Also, it can lend support to L2 learning in terms of enabling students to learn autonomously and collaboratively (Amir, Ismail, & Hussin, 2011;Baggetun and Wasson, 2006;Bhattacharya & Chauhan, 2010;Bakar, 2009;Godwin-Jones, 2003;Warlick, 2005), and to be motivated (Amir, et al, 2011;Bakar & Ismail, 2009), as well as to develop learner confidence (Bakar, 2009;Bakar, Latif, & Ya'acob, 2010). It allows students to focus more on meaning than on form and "increases student interest, motivation and confidence in writing" (Noytim, 2010(Noytim, , p. 1131) and therefore holds great potential for L2 learning (Warschauer, 2010).…”

Section: Introductionmentioning

confidence: 99%

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The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Zhang

Song

Shen

et al. 2014

AJET

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This paper reported on a study of using blogs as out-of-class assignments for the development of learners' writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners' motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners' self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced. IntroductionThe use of weblogs, more commonly known as blogs, for social communication has been growing in popularity in recent years across the globe. The number of blog users is increasing at an exponential rate each year. Take the case of China. By the end of December 2011, the total number of blog users had climbed to 319 million, an increase of 8.2% for the same time period in 2010 (Tencent IT, 2012). The active users of micro-blogs arrived at 254 million in 2011, an increase of 150.7% over 2010 (NetEase Tech, 2012). Chinese netizens are taking advantage of this novel form of communication to enjoy freedom of speech, to a larger extent, and blogs have become a crucially important avenue for the netizens to express their own views about personal interests, politics, and social issues. The same phenomenal growth of blogging can also be seen elsewhere. For instance, in the United States, an estimated number of blog readers reached 122.6 million in 2011, with a 2.5% increase over the previous year (Reese, 2012). In South Korea, most of the Internet users (89.7%) were social networking service (SNS) users, and more than 70% of these SNS users used blogs in 2011, which accounted for 84.0% of the respondents surveyed (Korea Internet & Security Agency, 2012). Obviously blogging has, at least to some extent, become part of social life for people in the digital era, without the demarcation of physical boundaries, social ideologies, race, and complexion.In the educational sphere blogs have been explored for promoting teaching and learning (Brescia & Miller, 2006;Ellison & Wu, 2008). Kim (2008) found that blogs are advantageous over traditional computer-mediated communication (CMC) applications in terms of their affordances of interactivity, openness, visualization, and decentralization. A vast multitude of other studies (e.g., Churchill, 2009;Glogoff, 2007;Halic, Lee, Paulus & Spence, 2010;Huck, 2007;Kang, Bonk, & Kim, 2011;Yang, 2009;Williams & Jacobs, 2004) have also acknowledged the educational advantages of integrating such a social media tool into the c...

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Zhang

Song

Shen

et al. 2014

AJET

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“…(Sevelj 2006). Amir et al (2011) mentioned blogging as one of the tools in which it facilitates the process of writing research projects. As far as writing a journal is individually laborious and a "painful experience", writing these projects within a group can be outstandingly incredible.…”

Section: B the Effect Of Using Weblog On Different Skillsmentioning

confidence: 99%

The Effect of Blogging on Vocabulary Enhancement and Structural Accuracy in an EFL Context

Rahmany¹,

Sadeghi²,

Faramarzi³

2013

TPLS

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Abstract-The present study was aimed to investigate the effect of using weblog in language learning as a tool for vocabulary enhancement and grammatical accuracy of Iranian foreign language learners. Previously, weblog has been used as a tool to improve fluency and facilitate communication. However, in this study, the researchers tried to investigate the use of weblog to measure the level of accuracy in writing skill to see the extent in which blogging improves peer feedback and correction. A group of 25 students were selected for five weeks of instruction. Students were assigned to write five articles with pre-determined topics and post them online to their weblogs. While writing the articles students were introduced to use grammar checking softwares and Applications simultaneously. They were invited to correct each other's mistakes and restate the writings by recommending new words. By using Chi-square and Wilcoxon Signed ranks tests, the number of errors and suggested words were analyzed in detail. The results showed that there is a significant increase in the number of words students recommend to each other. Additionally, the number of grammatical errors has decreased dramatically during the peer feedback. According to the questionnaire which was organized after conducting the experiment, almost all students reacted positively to the amount of learning they have received.

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“…Other studies which incorporated the use of blogs in teaching reading and writing skills (Azizinezhad & Hashemi 2011, Bicen et al 2010 have concluded that blogging could potentially develop multi-literacy skills such as communicative, intercultural as well as linguistic skills. Studies have also been conducted to examine the role of blogs writing in language learning in order to maximize students' collaborative writing activities (Du & Wagner 2005, Zaini Amir et al 2011. Group blogging was found to be effective in instilling cooperation among peers when completing group projects.…”

Section: Literature Review Blended Learning To Enhance Language Learningmentioning

confidence: 99%

Fusion of Technology with Language Learning: Blog Community

Bakar

Latif

Ya`Acob

2017

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Blogs in Language Learning: Maximizing Students’ Collaborative Writing

Cited by 40 publications

References 2 publications

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

The Effect of Blogging on Vocabulary Enhancement and Structural Accuracy in an EFL Context

Fusion of Technology with Language Learning: Blog Community

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