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Learners' Perceptions of the Effectiveness of Blogging for L2 Writing in Fully Online Language Courses

Learners' Perceptions of the Effectiveness of Blogging for L2 Writing in Fully Online Language Courses

Lina Lee
Copyright: © 2017 |Volume: 7 |Issue: 1 |Pages: 15
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781522514619|DOI: 10.4018/IJCALLT.2017010102
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MLA

Lee, Lina. "Learners' Perceptions of the Effectiveness of Blogging for L2 Writing in Fully Online Language Courses." IJCALLT vol.7, no.1 2017: pp.19-33. http://doi.org/10.4018/IJCALLT.2017010102

APA

Lee, L. (2017). Learners' Perceptions of the Effectiveness of Blogging for L2 Writing in Fully Online Language Courses. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 7(1), 19-33. http://doi.org/10.4018/IJCALLT.2017010102

Chicago

Lee, Lina. "Learners' Perceptions of the Effectiveness of Blogging for L2 Writing in Fully Online Language Courses," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 7, no.1: 19-33. http://doi.org/10.4018/IJCALLT.2017010102

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Abstract

The study explores how the application of blog assignments facilitated the L2 writing process and how blogging affects the way students view blog-based L2 writing instruction and peer feedback. The results showed that beginning students had a positive attitude toward the use of blogs because it gave them agency over their learning, and engaged them in co-construction of knowledge with their peers. While scaffolding through peer feedback affected students' self-regulated efforts to make improvement on written content and increase language accuracy, strategies for effective use of feedback from the instructor was important. This study concludes that blogging not only empowers students to be creative with the content, but also promotes attention to language forms. L2 educators are strongly encouraged to take full advantage of the widely available blog technology by incorporating it into their teaching methods to further promote critical reflection and collaborative interaction within socially bounded online learning environments.

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