Exploring the Blogosphere: Use of Web Logs in the Foreign Language Classroom

Ducate, Lara; Lomicka, Lara

doi:10.1111/j.1944-9720.2005.tb02227.x

Cited by 111 publications

(86 citation statements)

References 5 publications

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“…Also, blogging can enhance collaboration (Freeman & Brett, 2012;Godwin-Jones, 2003) though outliers might have existed among the participants (mean=3.661, SD=.701). Moreover, blogging can enable L2 learners to learn in an interactive manner (Ducate & Lomicka, 2005;Miceli, et al, 2010). Such affordances of blogging were also recognized by the interviewees as follows:…”

Section: Resultsmentioning

confidence: 99%

“…In language learning and teaching, previous research demonstrated that blogging can promote interaction (Ducate & Lomicka, 2005;Miceli, Murray, & Kennedy, 2010;Trajtemberg & Yiakoumetti, 2011). 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).…”

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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“…A further project reported by Ducate & Lomicka (2005) aimed to foster intercultural awareness. It accompanied a spring break trip of American students of French to France and a return visit of the French students to the USA a few weeks later.…”

Section: Blogs As a Tool For Teaching And Learningmentioning

confidence: 99%

“…Moreover, through exposure to a multitude of opinions and through awareness of writing for a wider audience, blogs also foster critical thinking, because learners need to reflect on the possible reactions of others to their postings (Williams & Jacobs, 2004;Ovarec, 2003;Ducate & Lomicka, 2005).…”

Section: Blogs As a Tool For Teaching And Learningmentioning

confidence: 99%

Peer Feedback Through Blogs: Student and teacher perceptions in an advanced German class

Dippold

2009

ReCALL

142

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Recent years have seen the emergence of Web2.0, in which users are not only passive recipients of the featured content, but actively engaged in constructing it. Sites such as 'Facebook', 'Myspace' are typical examples of this, as are blogs that allow users to present themselves online, to write about their daily lives or even to establish themselves as an authority on a particular subject. Due to the opportunities for self-reflection and interactive learning offered by blogs, they have also become one of the emerging tools in language pedagogy and higher education. At the same time, peer feedback is a technique that is increasingly used by educators instead of, or in addition to, tutor feedback, due to its potential to develop students' understanding of standards, to initiate peer feedback, and to engage the student in the process of learning and assessment. This paper is concerned with the question to what extent blogs can facilitate peer feedbackand what issues need to be addressed for them to be a valuable tool in this process. After reviewing the recent literature on peer feedback and the specific issues emerging from providing feedback through computer mediated communication (CMC) technologies, the 2 paper presents the results from a pedagogic research project in an advanced German language class in which blogs were used for this purpose. Drawing on students' blogs as well as the responses given by students in questionnaires and focus groups and responses by experienced tutors in interviews, the paper argues that blogs are potentially valuable tools for peer feedback, but entail the need to address specific issues regarding the choice of CMC tool for feedback tasks, training in the use of interactive online tools and the roles of teachers and students.

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“…The aforementioned characteristics of Web 2.0 technologies help explain why reports on the use of wikis and blogs 5 represent an emerging growth market in the economy of CALL research (e.g., Ducate & Lomicka, 2005;Kost, 2007;Thorne & Payne, 2005). Importantly, wikis and blogs are spaces in which students have the potential to move from the conventional epistemic stance of knowledge consumer to that of knowledge producer, and, in so doing, to shift also from mere participation in an educational community to contributive and co-constitutive roles in that community.…”

Section: Web 20 and L2 Learningmentioning

confidence: 99%

Web 2.0, Synthetic Immersive Environments, and Mobile Resources for Language Education

Sykes¹,

Oskoz²,

Thorne³

2013

CALICO

227

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In light of the increasingly blurred line between mediated and nonmediated contexts for social, professional, and educational purposes, attention to the presence and use of innovative digital media is critical to the consideration of the future of computer-assisted language learning (CALL). This article reviews current trends in the use of mediated communication and offers a vision for near-future second and foreign language (L2) learning that utilizes emerging media as (a) meaningful contexts for L2 language development and (b) a means for adding real world relevance to in-class uses of internet-mediated communication tools. In this article, we first explore a sampling of Web 2.0 technologies (e.g., blogs, wikis, and social bookmarking) related to collaborative content building and dissemination of information. We then consider three types of 3-dimensional virtual environments, including open social virtualities (such as Second Life and There), massively multiplayer online games (MMOGs) (e.g., World of Warcraft, Everquest, and Eve Online), and synthetic immersive environments (SIEs, i.e., visually rendered spaces which combine aspects of open social virtualities with goal-directed gaming models to address specific learning objectives). In particular, we report on SIEs as they might be used to foster interlanguage pragmatic development and briefly report on an existing project in this area. The ultimate goal is to spark future research and pedagogical innovation in these areas of emerging digital media in order to arrive at a greater understanding of the complexities involved in their integration with language learning in ways that will be most relevant to the communicative contexts of the 21st century.

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Exploring the Blogosphere: Use of Web Logs in the Foreign Language Classroom

Cited by 111 publications

References 5 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

Peer Feedback Through Blogs: Student and teacher perceptions in an advanced German class

Web 2.0, Synthetic Immersive Environments, and Mobile Resources for Language Education

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