An Introduction to D. B. Indoš

Bauer, Una

doi:10.1080/13528165.2005.10871424

Performance Research

2005

DOI: 10.1080/13528165.2005.10871424

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An Introduction to D. B. Indoš

Una Bauer¹

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2013

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“…Weblogs have now come into their own as an educational tool(Downes, 2004) Bauer and O'Brien (2005). pointed out that digital communication tools especially blogs hold great promise for second language learners.…”

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Joint Book reading: How do Blogs Foster Collaborative Comprehension?

Behjat¹

2013

JELT

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The Internet has been an indispensible part of language instruction since the last decade. According to Carman (2002), the application of the Internet in teaching , known as Web-Based Instruction (WBI), enjoys remarkable features as live-events, self-paced activities, collaborative tasks, and performance-supporting materials. This makes the WBI a potentially helpful way to teach a foreign language. The key theoretical perspective behind WBI is constructivism. It focuses on learning based on collaboration. According to this view, individual development happens through sharing knowledge with others (Dougiamas & Peter, 2002). Considering the capabilities of the web in both communication and education, the use of the web is divided into three eras: web 1.0, web 2.0 and web3.0. Generally, the Internet involves many tools such as email, discussion forums, weblogs, wikis, and social networks which are used by language teachers and learners. The common characteristic of all Internet tools, specially web 2.0 tools such as wikis, weblogs and social networks like Facebook and Plus-Google is that they give the Internet users the opportunity to interact with each other. This makes the second generation of the Internet, web 2.0, totally By different from web 1.0, during which the web masters were the sole authorities of websites and users were only the consumers of the Internet materials fed to them through different sites. Among all web 2.0 tools, weblogs, or simply blogs, are the best choice for their being user-friendly and simplicity. Weblogs are very interactive and they provide students with real-world tasks in a learner-centered environment. Through using blogs, learners enjoy interaction and, at the same time, autonomy to foster their language abilities. Weblogs are user-friendly and allow users with little or no computer background to create, design and maintain the content (Pinkman, 2005). Blogs work as an online journal and users can update the content at any time as long as they can access the Internet (Tseng, 2008). According to Leverett (2010), the outstanding feature of a blog to be used as a supplement teaching tool is in its forming collaborative relationship for the students with their peers. This helps the affective filters to be lowered. Orienting out-of-class activities towards interaction and collaboration through joint work compared to an individualistic self-study leaves a profound effect on the students' learning potential. Teacher's and peers' being on an individual side for out-of

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confidence: 99%

Joint Book reading: How do Blogs Foster Collaborative Comprehension?

Behjat¹

2013

JELT

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An Introduction to D. B. Indoš

Cited by 1 publication

References 0 publications

Joint Book reading: How do Blogs Foster Collaborative Comprehension?

Joint Book reading: How do Blogs Foster Collaborative Comprehension?

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