Blogs as a Tool for ESL/EFL Writing Development
Class
Article
Graduation Year
2017
College
College of Humanities and Social Sciences
Department
Languages, Philosophy and Communication Studies Department
Presentation Type
Oral Presentation
Abstract
This paper investigates the use of blogs as a classroom tool for improving university ESL/EFL students’ writing skills. Teachers and students alike generally have positive views toward using blogs in class despite some students who perceive the use of blogs negatively (Djusik, 2012; Lin et al., 2013; Yunus et al., 2013; Wu&Wu, 2011). Research has shown that the use of blogs in the classroom does in fact lead to improvements in students’ writing, particularly in the areas of organization, mechanics, vocabulary, and content (Arslan & Kizil, 2010; Dujsik, 2012; Fellner & Apple). Some advantages in using blogs for writing instruction include: high accessibility, increased exposure to written language, encouragement of collaboration, more revisions, higher rate of peer feedback, development of a sense of authorship, and gains in technological skills (Arslan & Sahin-Kizil, 2010; Dujsik, 2012; Fellner & Apple, 2006; Sun & Chang, 2012). However, there are challenges associated with using blogs in the classroom such as: a high degree of maintenance required of the instructor, the potential for frustration among students with low computer literacy skills, and a possible need to spend additional time teaching students the technical skills needed to run a blog (Lin et al., 2011; Wu, 2008). The author concludes that blogs have great potential to be a useful tool for language teaching as long as teachers are careful in their planning and implementation of blogs in the classroom.
Location
Room 101
Start Date
4-13-2017 10:30 AM
End Date
4-13-2017 11:45 AM
Blogs as a Tool for ESL/EFL Writing Development
Room 101
This paper investigates the use of blogs as a classroom tool for improving university ESL/EFL students’ writing skills. Teachers and students alike generally have positive views toward using blogs in class despite some students who perceive the use of blogs negatively (Djusik, 2012; Lin et al., 2013; Yunus et al., 2013; Wu&Wu, 2011). Research has shown that the use of blogs in the classroom does in fact lead to improvements in students’ writing, particularly in the areas of organization, mechanics, vocabulary, and content (Arslan & Kizil, 2010; Dujsik, 2012; Fellner & Apple). Some advantages in using blogs for writing instruction include: high accessibility, increased exposure to written language, encouragement of collaboration, more revisions, higher rate of peer feedback, development of a sense of authorship, and gains in technological skills (Arslan & Sahin-Kizil, 2010; Dujsik, 2012; Fellner & Apple, 2006; Sun & Chang, 2012). However, there are challenges associated with using blogs in the classroom such as: a high degree of maintenance required of the instructor, the potential for frustration among students with low computer literacy skills, and a possible need to spend additional time teaching students the technical skills needed to run a blog (Lin et al., 2011; Wu, 2008). The author concludes that blogs have great potential to be a useful tool for language teaching as long as teachers are careful in their planning and implementation of blogs in the classroom.