Using blogs to support learning during internship

Chu, Skw; Chan, Carol K. K.; Tiwari, Agnes

doi:10.1016/j.compedu.2011.08.027

Cited by 120 publications

(104 citation statements)

References 47 publications

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“…Much of the blogging research in teacher education has been carried out on open platforms (Chu, Chan and Tiwari 2012;Deng and Yuen 2011). Here I decided to keep the blog private between trainee teacher and teacher educator.…”

Section: Methodsmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: Methodsmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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mentioning

confidence: 99%

“…In her qualitative study of the educational affordances of blogs, Robertson (2011) found that "the blogs enabled students to express their emotional experiences of learning and to exchange social and cognitive support with their peers" (p. 1643). Thus it can be seen that blogs are of great value to enhance teaching and learning (Chu, Chan, & Tiwari, 2012).In language learning and teaching, previous research demonstrated that blogging can promote interaction (Ducate & Lomicka, 2005;Miceli, Murray, & Kennedy, 2010;Trajtemberg & Yiakoumetti, 2011). Also, it can lend support to L2 learning in terms of enabling students to learn autonomously and collaboratively (Amir, Ismail, & Hussin, 2011;Baggetun and Wasson, 2006;Bhattacharya & Chauhan, 2010;Bakar, 2009;Godwin-Jones, 2003;Warlick, 2005), and to be motivated (Amir, et al, 2011;Bakar & Ismail, 2009), as well as to develop learner confidence (Bakar, 2009;Bakar, Latif, & Ya'acob, 2010).…”

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confidence: 99%

The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course

Zhang

Song

Shen

et al. 2014

AJET

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This paper reported on a study of using blogs as out-of-class assignments for the development of learners' writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners' motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners' self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced. IntroductionThe use of weblogs, more commonly known as blogs, for social communication has been growing in popularity in recent years across the globe. The number of blog users is increasing at an exponential rate each year. Take the case of China. By the end of December 2011, the total number of blog users had climbed to 319 million, an increase of 8.2% for the same time period in 2010 (Tencent IT, 2012). The active users of micro-blogs arrived at 254 million in 2011, an increase of 150.7% over 2010 (NetEase Tech, 2012). Chinese netizens are taking advantage of this novel form of communication to enjoy freedom of speech, to a larger extent, and blogs have become a crucially important avenue for the netizens to express their own views about personal interests, politics, and social issues. The same phenomenal growth of blogging can also be seen elsewhere. For instance, in the United States, an estimated number of blog readers reached 122.6 million in 2011, with a 2.5% increase over the previous year (Reese, 2012). In South Korea, most of the Internet users (89.7%) were social networking service (SNS) users, and more than 70% of these SNS users used blogs in 2011, which accounted for 84.0% of the respondents surveyed (Korea Internet & Security Agency, 2012). Obviously blogging has, at least to some extent, become part of social life for people in the digital era, without the demarcation of physical boundaries, social ideologies, race, and complexion.In the educational sphere blogs have been explored for promoting teaching and learning (Brescia & Miller, 2006;Ellison & Wu, 2008). Kim (2008) found that blogs are advantageous over traditional computer-mediated communication (CMC) applications in terms of their affordances of interactivity, openness, visualization, and decentralization. A vast multitude of other studies (e.g., Churchill, 2009;Glogoff, 2007;Halic, Lee, Paulus & Spence, 2010;Huck, 2007;Kang, Bonk, & Kim, 2011;Yang, 2009;Williams & Jacobs, 2004) have also acknowledged the educational advantages of integrating such a social media tool into the c...

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“…The blogs are a learning instrument used as a communication, reflection, cooperation and social support tool during the internship period (Chu, Chan, & Tiwari, 2012). The blogs also make favorable contribution to the teaching practice process because they are open to sharing.…”

Section: Results Discussion and Recommendationsmentioning

confidence: 99%