Promoting Interaction through Blogging in Language Classrooms

Gündüz, Müge

doi:10.21890/ijres.82857

Cited by 7 publications

(15 citation statements)

References 3 publications

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“…Yet, through this approach they were able to identify the benefits that the CWB project http://ijlter.org/index.php/ijlter brings to them. Pinkman (2005) says that weblogs can provide interesting, authentic and communicative resources that can serve a variety of purposes in language classroom and they can also be used to encourage interaction among students and between teachers and students (Gunduz, 2016;Yang, 2009). Indeed, the Collaborative Weblog Based Project (CWB) approach is effective in the teaching of writing among the university senior students taking up Bachelor of Secondary Education major in English.…”

Section: Discussionmentioning

confidence: 99%

Collaborative Weblog-Based (CWB) Project Approach in Developing Language Learners’ Writing Performance

Rivera

Bacus

2023

IJLTER

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Advancements in educational technology have kept teaching and learning undisrupted during unprecedented times. Individual and collaborative web-based learning activities have addressed language teachers’ dilemma on how to approach teaching and learning remotely. Weblogging characterised by online journals has been considered to address students’ difficulty in mastering writing as a productive skill. In this study, the effectiveness of a collaborative weblog-based (CWB) project approach was explored. Utilising a quasi-experimental design, 56 English pre-service teachers enrolled in a state university were purposively selected to be the study participants. The validated pre-post-test questionnaire, course syllabus, lesson exemplars, and scoring rubric were used to gather the needed data on students’ writing skills. Results of the paired t-test revealed a significant increase in the three aspects: organisation, elaboration and grammar, usage and mechanics. The CWB project approach is an alternative way to improve students’ writing performance. It is recommended that CWB project may be used by teachers handling writing courses and other related disciplines to address writing proficiency.

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Section: Discussionmentioning

confidence: 99%

Collaborative Weblog-Based (CWB) Project Approach in Developing Language Learners’ Writing Performance

Rivera

Bacus

2023

IJLTER

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“…In most studies in the literature, most students had a positive attitude towards using blogs in learning English and practicing writing. Use of blogs and web resources by EFL or ESP college students in several countries such as Saudi Arabia, USA, Australia, Taiwan, Spain, Iran, Malaysia, Vietnam, Columbia, Iran, and Turkey enhanced students' autonomous learning awareness, helped with the self-learning process, learning others' ideas, expressing themselves better than class practice, understanding the linguistic topics better, engaging in online exchanges, promoting learner autonomy, enhancing students' motivation, promoting peer feedback, facilitating effective writing instruction and improving writing skills (Sütçü, (Aljumah, 2012;Gunduz, 2016). The students share their entries with their classmates, develop collaboration skills, individual voices, and responsibility for their writing (Roy, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Freshman students share their blog entries during their oral communication classes. They interact with their peers by simply reading and commenting on each other's blog posts (Gunduz, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The students engage with the foreign culture by capturing, sharing, and reflecting on their experiences with their peers. Similarly, blogging in language and IT courses maximizes students' collaborative writing, creates a sense of community, promotes interactive and reflective learning among the students as part of the collaborative group learning (Kuo, Belland & Kuo, 2017;Gunduz, 2016 Although students in prior studies blogged about a variety of topics such as engineering, linguistics, life science, general topics, English language teaching, communicative writing in the social media, reflection in an ELT practicum, genre-based process-writing (travel blogs), advanced academic writing, and keeping an online journal, there is lack of studies that train students to blog about the Covid-19 pandemic in EFL writing courses. No studies were found in the literature that integrate themes about the Covid This study is significant for both EFL instructors and students in Saudi Arabia especially in the distance learning environment.…”

Section: Literature Reviewmentioning

confidence: 99%

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Blogging about The Covid-19 Pandemic in EFL Writing Courses

Al-Jarf

2022

jlds

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This study aims to find out whether EFL instructors at Saudi universities use blogs; whether EFL students blog about themes related to the Covid-19 Pandemic in EFL course; to show EFL instructors how a class blog can be used to blog about the Covid-19 Pandemic and to give examples of topics related to the Covid-19 Pandemic that can be utilized in blogging activities. Results of surveys showed that EFL instructors do not use blogs in their EFL courses and do not blog about the Covid-19 Pandemic in their writing courses. Therefore, this study presents a model for blogging about the Covid-19 Pandemic in EFL writing courses. Topics about the Covid-19 Pandemic are characterized by being current, familiar, tangible, specific and widespread. The students will have no problem in generating ideas and will only need to focus on organizing ideas, and linguistic aspects. A class blog can be selected and used as a supplement to in-class EFL writing instruction for freshman students. The students can search for articles, photos, or videos related to the Covid-19 topic assigned and write a short paragraph or s summary of the article or video and posted in the blog. They post questions, comments, reactions and feedback on their classmates’ blogposts’ form and content. The instructor serves as a facilitator while the students are blogging. She encourages the students to write and interact. The article ends with some recommendations for expanding the blogging activity of EFL students in writing courses.

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“…To successfully support the language acquisition of university students, language instructors need to possess some basic scientific knowledge, while content area professors need to possess some linguistic skills (Bunch, 2013). However, most content area teachers are not well-prepared to address students' language proficiency (Bunch, 2013;Darling-Hammond, 2009;Gunduz, 2016;Gurgenidze, 2018;Samson & Collins, 2012). On the other hand, most ESL (English as a second language) or FSL (French as a second Language) teachers are not well prepared to address the requirements of content area courses.…”

Section: Introductionmentioning

confidence: 99%

The Efficacy and Relevancy of the Language Courses in the Preparation of Elementary Science and Mathematics Prospective Teachers

Sinno

Takach

2020

IJRES

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The present study aims to determine the efficacy and relevancy of the two foreign language courses required for preparing elementary prospective teachers to teach Science and Mathematics in English or French. The study is a mixed one relying on quantitative data collected from the rating scales and the 5-point Likert-type Scale Questionnaires while the qualitative data is collected from the open-ended questions. Data was collected from: a) a questionnaire addressed to professors and instructors who teach the two language courses: “Language of Teaching” (FCE) and “Techniques of Expression” (TE), b) a questionnaire administered to science and mathematics trainers, c) a questionnaire addressed to students in the 2nd and 3rd semesters majoring in science and mathematics Education, d) a questionnaire addressed to a purposeful sample—3rd year students majoring in science and math education, and e) a questionnaire addressed to the science and mathematics coordinators. The objective of the questionnaires is to determine the participants’ conceptions of the efficacy of the foreign language courses, and whether those courses meet the needs of the science and mathematics students. Results indicate that students were not satisfied with the language courses. Recommendations for teaching foreign languages to Science and Mathematics students are also highlighted.

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Promoting Interaction through Blogging in Language Classrooms

Cited by 7 publications

References 3 publications

Collaborative Weblog-Based (CWB) Project Approach in Developing Language Learners’ Writing Performance

Collaborative Weblog-Based (CWB) Project Approach in Developing Language Learners’ Writing Performance

Blogging about The Covid-19 Pandemic in EFL Writing Courses

The Efficacy and Relevancy of the Language Courses in the Preparation of Elementary Science and Mathematics Prospective Teachers

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