What is European Language Portfolio

This chapter discusses the use of blogs for foreign and second language (L2) learning. It first outlines the suitability of blogs for language education and shows the value of blogging beyond technical features. Blogging has been described as a social activity (Nardi, Schiano & Gumbrecht, 2004), which puts the writer in a central position. It will be argued that this centrality of the writer needs to be maintained in an educational context. The shift from teacher to learner orientation is seen as a significant change in language education. With reference to self-determination theory (Deci & Ryan, 2002) the pedagogical principles that support L2 learner autonomy in a Web 2.0 learning environment will be discussed. Using blogs as L2 learner journals, it will be shown that Web 2.0 informs and supports language learning environments which foster L2 learner autonomy. The study indicates that blog-based reflective writing increases the learners’ sense of autonomy and that it has a positive impact on L2 learners’ perception of language awareness and development.