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Posts tagged ‘blogs and esl students’

How do blogs help EFL students become academic writers through collaborative dialogues?

Yu-Chih Sun, Yu-jung Chang (2012) Blogging To Learn: Becoming EFL Academic Writers Through Collaborative DialoguesLanguage Learning & Technology, February 2012, Volume 16, Number 1

This study examines how blogs and their interactive and collaborative features help academically-advanced graduate students process academic writing knowledge and make sense of their writer identity. Seven graduate students undertaking Master’s level study in TESOL and Linguistics participated. The research questions are: (a) What kinds of writing-related topics do students blog about? (b) How do students’ collaborative dialogues on blogs help them process and reconstruct knowledge about academic writing? (c) How do students’ collaborative dialogues on blogs facilitate their negotiation of academic identities and construction of authorship? Open-coding and content analysis were conducted to inductively identify salient themes and patterns regarding students’ learning and perception of their writer identities. The results suggest that the blog activity not only encourages students to actively and reflectively engage in knowledge sharing, knowledge generation, and the development of numerous strategies to cope with difficulties encountered in the learning process. Blogs also endow students with a sense of authorship as the writers of blog entries and, at the same time, provide a space for them to sort out what being an author entails, their purposes of writing, and their authority in writing.

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How does online writing in ESL instruction encourage participation in public discourse?

Chan Mei Yuit & Yap Ngee Thai (2010) Encouraging participation in public discourse through online writing in ESL instruction, 3L The Southeast Asian Journal of English Language Studies Vol 16 (2) 2010

In recent years, writing instructors have started to adopt pedagogies that integrate classroom writing with happenings outside the classroom (see Weisser, 2001; Flower, 2008; Mathieu, 2005). The goal of writing instruction is no longer limited to competence in terms of language, style and techniques, but is expanded to encompass civic literacy. This orientation of writing especially at university level intertwines with the aim of higher education to produce individuals who are empowered to contribute towards a better world through participation in public discourse. In a study conducted at Universiti Putra Malaysia, 1,400 students were required to write publicly in an online forum on issues that affect the lives of the students and the community in which they belong. This paper presents the results of the study and discusses the contribution of a public orientation in ESL writing instruction in fostering ability and motivation to participate in public discourse among university students.

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Do students need guidance to blog effectively?

Carla Arena (2008) Blogging in the Language Classroom: It Doesn’t “Simply Happen”, Teaching English as a Second or Foreign Language (2008) Volume: 11, Issue: 3, Pages: 1-7

This paper describes the importance of guiding students to use blogs (Web logs) for educational purposes. While blogs are commonly thought of as simply happening, in fact, educators in a media literate world need to rethink and redefine best practices for using this tool. Introduction Ideally, through blogs, students would create content and construct knowledge using the wonders of these publishing tools that abound online. I definitely believe in the power of blogs to improve students abilities while learning a second language, in my case, in an EFL context. However, blogging doesnt simply happen. The word has been spread about the potential of blogging for the language classroom, but there needs to be more than an idea to convince students that they can really profit from this tool on the read/write Web. There are numerous options for blogs, depending on the goals set for them. In the English as a Foreign Language setting, one can find blogs for professional development, class blogs, and students individual blogs, among others. In this sense, unleashing the potential of blogs for language learning will be directly related to teachers understanding of the pedagogical benefits of such a tool, and the students perception of its value in their learning process. As pointed out by Glogowsky (2008) in his post about blogtalk, Blogging is not about choosing a topic and writing responses for the rest of the term. It is about meaningful, thoughtful engagement with ideas (para. 2). Blogs as Conversations Blogs imply conversations. And, for these conversations to happen, there first needs to be a redefinition of the educators presence and role in the blogging classroom. Educators should be facilitate the process of establishing the online conversations within oneself, among learners, with other teachers, and possibly the world. Students will have to get used to the blogging experience to learn how to properly answer posts, how to cite, and how to establish their own blogging tone through their posts. in such a way that they find their unique channel of communication in the target language.

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How can Blogs be used to maximize students’ collaborative writing?

Zaini Amir, Kemboja Ismail, Supyan Hussin (2011) Blogs in Language Learning: Maximizing Students’ Collaborative Writing, Procedia Social and Behavioral Sciences (2011) Volume: 18, Pages: 537-543

Educators have engaged with Web 2.0 technologies such as blogs or podcasts, to make learning more personalized, more interactive and more dynamic. Blogging has emerged as one of the most popular forms of online discourse. Blogging is seen as a learning platform in providing opportunities for learning English which can improve the students’ knowledge about their language performance in writing. The unique nature of the blog’s architecture and the low cost have not only affected how students can publish and distribute their work to a wider audience but also how the students see themselves as authors. This paper focuses on the use of blogs in a language and IT course which can help to maximize students’ collaborative writing. Findings from the blogs include the perceptions of ESL students of how blogging can contribute to the development of the students’ writing.

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What do ESL students have to say about using blogs for language learning?

Nadzrah ABU BAKAR, Hafizah LATIF & Azizah YA’ACOB (2010) ESL Students feedback on the use of blogs for language learning, 3L The Southeast Asian Journal of English Language Studies (2010) Volume: 16, Issue: 1, Pages: 120-142

The proliferation of the information and communication technology has provided university educators and e-learning practitioners with the technological tools that can be implemented as pedagogical instruments in the classrooms. This paper provides an account of how the blog was integrated as a pedagogical tool in the ESL classrooms and reports on the students’ feedback and perception on the use of this social medium to enhance their L2 learning. Data was collected via a survey questionnaire involving a selected cohort of low proficiency ESL students at tertiary level. Using the proposed framework, the students carried out several stages of the blogging activities embedded in the English for Social Sciences Course that they were taking at the end of which the questionnaire was administered. Analysis of data in the main indicated positive responses from the students regarding the use of blogs in L2 their learning activities. They perceived that the use of blog had generally enhanced their L2 skills such as reading and writing, developed their self-confidence, improved their communication skills and reduced their anxiety when learning and using the language among their peers. The paper ends by highlighting the benefits that can be gained as a result of the implementation of the weblog in language learning classrooms.

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