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Peer feedback through blogs: An effective tool for improving students' writing abilities

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Abstract

The advancement of computer technology and expansion of the Internet has an increasing impact on writing instruction. The modes of peer feedback have shifted from traditional peer feedback to online peer feedback. This study investigated the effects of peer feedback activity through blogs on students' writing ability and examined their attitudes towards peer feedback activity. The research was conducted using a single group pretest-posttest design. Blog, the website, was used as a medium for peer feedback activity. Participants were 34 second-year students who studied EN 013 course (English for Expressing Ideas) in the first semester of the academic year 2012 at Bangkok University. Two writings tests and a questionnaire were used as instruments for data collection to acquire information. The results revealed that students' writing scores on the pretest and posttest were significantly different. It can be concluded that peer feedback activity through blogs had a significant role to play in improving students' writing skill. The students also expressed positive attitudes towards the value of peer feedback activity.

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... For instance, Usaha (2020) discovered that 32 Vietnamese EFL students' writing scores were significantly enhanced after OPF. Similarly, Kitchakarn (2013) and Huang H. Y. C. (2016) reported that the writing scores were elevated significantly after blog-mediated peer feedback and Wechatmediated peer feedback, respectively, indicating that OPF played an important role in improving students' writing skill. ...
... A total of 10 articles (Ciftci and Kocoglu, 2012;quantitative study: Chen, 2012;Kitchakarn, 2013;Wanchid, 2013;Huang J., 2016;Cassidy and Bailey, 2018;Xu and Yu, 2018;Putra et al., 2021;qualitative study: Kitchakarn, 2013;Ebadi and Rahimi, 2017) have unanimously demonstrated that ESL/EFL students had positive attitudes toward the OPF practice. ...
... For instance, Chen (2012) and Wanchid (2013) designed a different number of statements to test students' attitudes toward three types of feedback, including self-correction, paper-pencil peer feedback and electronic peer feedback, and the results pointed to the same conclusion that electronic peer feedback received the highest scores from most of the participants. Responses like "The peer feedback activity was a useful learning tool to improve my writing ability" (Kitchakarn, 2013) conveyed the similar gain obtained from the student's experiences in using OPF. In the same fashion, Huang J. (2016) reported that the participating students adopted a supportive attitude toward the blog-mediated peer feedback. ...
Article
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Peer feedback is essential in writing English as a Second/Foreign Language (ESL/EFL). Traditionally, offline PF was more widely favored but nowadays online peer feedback (OPF) has become frequent in ESL/EFL learners’ daily writing. This study is undertaken to probe into the gains of using OPF in ESL/EFL writing on the basis of 37 research articles published in core journals from 2012 till 2022. In order to accurately cover the previous researches, we capitalize on three methods to evaluate and analyze the data, i.e., database search, citation search and manual search. Results show that from the perspective of the ESL/EFL learners’ gains, the OPF is basically divided into two categories (cognitive OPF and affective OPF), involving eight aspects in all: face-based strategies, revision-based comments, writing performance, learning environment, reflection/critical thinking/responsibility, writing emotion, motivation, and attitudes; and OPF can be well supported by a set of theories like Process-oriented Writing Theory, Collaborative Learning Theory, Interactionist Theory of L2 Acquisition and Vygotsky’s sociocultural theory. By comparison, the gains from OPF outperform those from offline PF in many dimensions (e.g., face-based strategies), despite some overlaps (e.g., the shift of the role) that were revealed in several investigations. Based on the past studies, we propose some pedagogical implications on OPF from ESL/EFL writing, including accenting the “student-centered” teaching strategy, providing students with OPF on the basis of incremental knowledge, adopting OPF regularly in ESL/EFL writing activities to shape personalities and outlooks and putting OPF into its full play with recourse to abundant internet-based vehicles. This review is desired to provide a guideline for both the peer feedback practice and the upcoming scholarly researches with respect to EFL/ESL writing.
... In addition, there are several studies that have explored the effects of using blogs on peer feedback. For example, Kitchakarn (2013) covered the issue of peer feedback through blogs finding it a sufficient tool for improving students' writing abilities. The results of pretest and posttest showed that the students achieved significantly better skills in writing as an outcome of the process studied. ...
... In addition, student teachers checked the content of their posts and comments for grammar and spelling because they were afraid of losing face. The same idea was presented in researches by Kitchakarn (2013), Hernández-Ramos (2004), and Albakri et al. (2013). ...
Article
p>A weblog is one of the most effective tools among the latest inventions that enhance student teachers’ learning and practice. With technology becoming crucial for both personal and professional developments, this study focused on the effectiveness of using reflective weblogs in teacher education programs. In this regard, the research investigated the level to which weblogs successfully promote self-reflection and yield peer feedback among student teachers. Furthermore, it explored student teachers’ perceptions regarding the use of weblogs as tools for self-reflection and peer feedback. A case study of seven EFL student teachers taking a practicum course at Kuwait University was analyzed in this paper. The study was conducted in the English Curricula and Teaching Methods Department in the College of Education during the first semester of the 2013/2014 academic year. During the 4-week application period, participants were requested to reflect on their teaching practices and provide feedback on their peers’ posts. The data were collected through different qualitative methods such as semi-structured interviews and content analysis. The findings of the study suggest that the use of the practicum blog is considered to be effective in facilitating student teachers’ ability to reflect upon their teaching practices and provide comments on their peers during the practicum course. Most participants agree on the usefulness of using weblogs in teacher education programs. Overall, the study results show that student teachers find the weblog as an effective tool for writing reflections, sharing ideas, providing feedbacks, and increasing proficiency levels. The results of the study provide the rationale for using weblogs in student teacher education programs.</p
... The findings indicated that by using class blog the students could be familiar with blogging and could make their writings which consist of their thoughts and feelings. Further studies on blogging combined with peer feedback were done (Kitchakarn, 2013;Gomez & McDougald, 2013). The results said that online peer feedback through blogging can contribute to the improvement of the students' writing abilities (Kitchakarn, 2013) and act as boosting factors to enhance or maintain levels of coherence in text through the shaping of the students' cognition and affection (Gomez & McDougald, 2013). ...
... Further studies on blogging combined with peer feedback were done (Kitchakarn, 2013;Gomez & McDougald, 2013). The results said that online peer feedback through blogging can contribute to the improvement of the students' writing abilities (Kitchakarn, 2013) and act as boosting factors to enhance or maintain levels of coherence in text through the shaping of the students' cognition and affection (Gomez & McDougald, 2013). ...
Conference Paper
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In recent years, the use of blogs has received a great deal of attention from English teachers around the world and is now establishing its place in writing classroom, as a means of assisting a more realistic setting for the joyful and interactive writing learning. However, blogging activity can be a complicated activity to implement in EFL writing class due to the focus on the writing activity in an internet application. This paper explores the design of using blogs for teaching writing so that blogging activities can be implemented in writing class to be interactive activities to improve the students' writing skill for particular context in university level. For so doing, it is conducted a research going to be integrated into the writing class. Therefore, classroom action research design is used. It is expected that the use of blogs in a writing class can enhance students' writing skill, and it is to be an alternative technique for English writing teachers to encounter their problems in writing classroom.
... The findings indicated that by using class blog the students could be familiar with blogging and could make their writings which consist of their thoughts and feelings. Further studies on blogging combined with peer feedback were done (Kitchakarn, 2013;Gomez & McDougald, 2013). The results said that online peer feedback through blogging can contribute to the improvement of the students' writing abilities (Kitchakarn, 2013) and act as boosting factors to enhance or maintain levels of coherence in text through the shaping of the students' cognition and affection (Gomez & McDougald, 2013). ...
... Further studies on blogging combined with peer feedback were done (Kitchakarn, 2013;Gomez & McDougald, 2013). The results said that online peer feedback through blogging can contribute to the improvement of the students' writing abilities (Kitchakarn, 2013) and act as boosting factors to enhance or maintain levels of coherence in text through the shaping of the students' cognition and affection (Gomez & McDougald, 2013). ...
Book
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The proceedings, Applied Linguistics, General Linguistics and Literature, are the selected papers that were presented in the 1st National Conference on ELT (NACELT) conducted at the State Islamic Institute of Palangka Raya, Central Kalimantan, Indonesia, on Sunday, 15 November 2015. The title of the proceedings was taken from the theme of the National Conference. The conference was organized by English Education Study Program, Language Education Department, Faculty of Teacher Training and Education, the State Islamic Institute of Palangka Raya. This annual conference is a discussion forum that researchers, practitioners (lecturers, teachers and instructors) and teachers can expose their ideas, researches and products on language teaching of applied linguistics, general linguistics and literature. The activity of this national conference is aimed at testing out ideas and perspectives of all researchers, practitioners (lecturers, teachers, instructors) with intellectual bearings that can be different one another to share a similar frame of the references. Additionally, it is objected to bring together a broader spectrum of scholars to have an intellectual conversation. With the compilation of the conference papers, it is expected that the proceedings will be beneficial for the practitioners (lecturers, teachers and instructors) participating in the conference. Also, it is hoped that this proceedings will be useful for those who are interested in the development of their knowledge in language teaching of applied linguistics, general linguistics and literature.
... Result suggested that the participants have positive perceptions and attitude in using blog to improve writing abilities and they perceived that blogging activities was an effective way and gave motivation in the writing classroom. Further studies on blogging combined with peer feedback were done (Kitchakarn, 2013;Gomez & McDougald, 2013). The results showed that online peer feedback through blogging can contribute to the improvement of the students' writing abilities (Kitchakarn, 2013) and act as boosting factors to enhance or maintain levels of coherence in text through the shaping of the students' cognition and affection (Gomez & McDougald, 2013). ...
... Further studies on blogging combined with peer feedback were done (Kitchakarn, 2013;Gomez & McDougald, 2013). The results showed that online peer feedback through blogging can contribute to the improvement of the students' writing abilities (Kitchakarn, 2013) and act as boosting factors to enhance or maintain levels of coherence in text through the shaping of the students' cognition and affection (Gomez & McDougald, 2013). ...
Conference Paper
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This study is aimed at developing blogging activities to promote EFL students " writing abilities in producing definition paragraph. The classroom action research was conducted in cyclic activities–planning, implementing, observing, and reflecting on the data gained from the instructional process–which runs into two cycles, each of which covers three meetings. The subjects were 18 Indonesian second-year undergraduate EFL students who enrolled in writing class. Writing tasks of definition paragraphs, observing writing process through blogging activities, close-ended questionnaire, and interview were used for the data collection. The results revealed that the implementation of blogging activities can promote the students " abilities in writing definition paragraph. It is indicated by the enhancement of the percentage of the students (75%) achieving the score greater than or equal to 80 and of the percentage of their involvement in writing process during blogging activities in Cycle I and II. The enhancement of the students " writing abilities can be reached; however, it should follow the appropriate teaching procedures of blogging activities development in EFL writing class.
... Employing Vygotsky's [42] concept of socialization amongst the capable others as the thrust for learning, this study hence exercised the potentials of the peers in giving feedback to the writer's essay to develop the writer's reflection ability. Since many studies had proven that online peer feedback has the potential to hone learning [18,4,23,30,43,9,15,10,34], online peer feedback was used to investigate the issue. Thus, the objective of the study was to investigate whether the peers played any roles in developing the writer's reflection ability using webbased asynchronous peer feedback. ...
... Content knowledge and language can also be heightened through collaborative feedback [26 ]. Autonomous learners could also be generated through this style of learning [18]. The text-based online feedback rather than oral-based feedback also protects highanxiety learners or low achievers from embarrassment to speak in English. ...
Article
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This study explored the roles played by the capable others in developing a second-language writer's autonomy ability in writing; reflection in particular. The study focused on how the capable others i.e. peers, through web-based peer feedback assisted the writer to reflect wisely. Nine peers, responded to the writer's essays on the writer's blog entries. Data was collected from the written web-based peer feedback, interviews and essays. The data was analyzed using thematic analysis. The findings suggest that the writer benefited from the roles played by the peers in four categories: establishment of e-learning community, motivation, monitoring, and scaffolding. Establishment of e-learning community and motivation were found to have indirect impacts whilst monitoring and scaffolding have direct impacts on developing the writer's reflection ability.
... The findings indicated that by using class blog the students could be familiar with blogging and could make their writings which consist of their thoughts and feelings. Further studies on blogging combined with peer feedback were done (Kitchakarn, 2013;Gomez & McDougald, 2013). The results said that online peer feedback through blogging can contribute to the improvement of the students' writing abilities (Kitchakarn, 2013) and act as boosting factors to enhance or maintain levels of coherence in text through the shaping of the students' cognition and affection (Gomez & McDougald, 2013). ...
... Further studies on blogging combined with peer feedback were done (Kitchakarn, 2013;Gomez & McDougald, 2013). The results said that online peer feedback through blogging can contribute to the improvement of the students' writing abilities (Kitchakarn, 2013) and act as boosting factors to enhance or maintain levels of coherence in text through the shaping of the students' cognition and affection (Gomez & McDougald, 2013). ...
Book
Full-text available
The proceedings, Applied Linguistics, General Linguistics and Literature, are the selected papers that were presented in the 1st National Conference on ELT (NACELT) conducted at the State Islamic Institute of Palangka Raya, Central Kalimantan, on Sunday, 15 November 2015. The title of the proceedings was taken from the theme of the National Conference. The conference was organized by English Education Study Program, Language Education Department, Faculty of Teacher Training and Education, the State Islamic Institute of Palangka Raya. This annual conference is a discussion forum that researchers, practitioners (lecturers, teachers and instructors) and teachers can expose their ideas, researches and products on language teaching of applied linguistics, general linguistics and literature. The activity of this national conference is aimed at testing out ideas and perspectives of all researchers, practitioners (lecturers, teachers, instructors) with intellectual bearings that can be different one another to share a similar frame of the references. Additionally, it is objected to bring together a broader spectrum of scholars to have an intellectual conversation. With the compilation of the conference papers, it is expected that the proceedings will be beneficial for the practitioners (lecturers, teachers and instructors) participating in the conference. Also, it is hoped that this proceedings will be useful for those who are interested in the development of their knowledge in language teaching of applied linguistics, general linguistics and literature.
... It isn't a natural ability, but one that has got to be scholastically procured (Silva, 1993). Understudies need to ponder and hone writing in arrange to be well-versed in it (Ketchikan, 2013). In any case, writing can be used as a pointer to a student's English capability. ...
Article
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The conventional strategy of instructing writing has been seen as dull in the current era in this way this strengthens teachers to join and coordinated Web 2.0 which permits for more introduction to instructing and learning because it includes the utilization of innovation and the web. This consideration is to create students’ writing capacity by utilizing Instagram. The consideration showed up that the utilization of Instagram inside the guideline and learning handle and through made strides within the students’ writing capacity made an extraordinary upgrade on the perspective of capability in composing. The social medium worked well to advance their interest, center, and capability in composing. Besides, they were more interested in the instruction and learning planning and kept centered on the course. They besides had more openings to sharpen their mastery of utilizing the social medium. The investigation concluded with the following: 1. Instagram has positive noteworthy impacts on Iraqi EFL understudies. 2. Instructors who instruct English by utilizing curiously techniques rather than centering on as it were conventional ones their understudies have positive inspiration toward learning. 3. Despite the focal points of using Instagram in learning composing and other abilities a few understudies still prefer actual classroom talks rather than those on Instagram. Keywords: Instagram application, Social Media, Writing Capacity, English as a Foreign Language
... In the context of written feedback, Tai, Lin, and Yang (2015) found that teachers' written feedback has a significant impact on students' holistic writing skills including subscales of content, organisation, grammar, mechanics and style. Ciftci and Kocoglu (2012) and Kitchakarn (2013) further reported that students who receive feedback tend to show higher performance in their revised drafts and a more improved understanding of the writing skills necessary for undertaking more daunting writing tasks. In the case of elaborated feedback, students 'respond more constructively, they discuss the content they are working with, and … they effect significant changes in the arguments of the text they are revising' (Alvarez, Espasa, & Guasch, 2012, p. 387). ...
Article
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In this reflective study, I perceive the impact of my own written feedback on students’ academic writing skills in particular and on learning in general. Anchored on Schon’s reflection-on-action (ROA) framework, my reflection arose from a content analysis of my written feedback on 80 student drafts and 44 feedback responses. I found that my written feedback is of two types: focus on form and focus on meaning. Coding the feedback led to an identification of six feedback functions: instructive/using imperatives (18.36%); suggestive (15.31%); asking questions/probing (23.98%); stating a personal opinion (6.12%); corrective (29.59%); and affirming/negating (6.63%). The categorisation of feedback according to these functions was influenced by Wolsey’s feedback functions (2008) which was adapted by Alvarez, Espasa and Guasch. Results revealed that I employ corrective feedback, probing questions and instructive feedback more frequently than suggestive feedback, personal statement or affirmation/negation. I also found that my feedback on form (59%) is higher than my feedback on meaning (41%). I explain the relationship of these findings by identifying some confounding factors that enabled me to interrogate my assumptions, along with a discussion of their implications.
... Second, a few studies have focused on the impact of written e-feedback on writing improvement and have shown evidence of improvement in writing following asynchronous written peer e-feedback (e.g., Kitchakarn, 2013;yusof, manan, and Alias, 2012). However, it is also important to consider learner variables and modal affordances. ...
Article
As technology has made a range of modes of communication available and created new ways to integrate these modes, feedback has become increasingly electronic and multimodal. From written to audio, video, and screencast feedback, the multimodal options for electronic feedback (e-feedback) have expanded in such a way that we might speak of a ‘multimodal turn’ in feedback on foreign and second language writing. However, feedback studies on second language writing are just beginning to explore these complex areas. This essay offers a multimodal perspective on e-feedback by illustrating the scope of current research and highlights future research directions. The retrospective underscores the scarcity of research in the area with a specific focus on multimodality and identifies needs for speciality feedback systems that consider practical and contextualized perspectives. We argue that future research should strive for a context-rich description of e-feedback activities, gathering thick data about feedback provision, learner engagement with feedback and uptake through screencasting, eye-tracking, and keystroke logging technologies. These data should be triangulated with information about all factors impacting the feedback activity outcome, ranging from participant variables over modal affordances of the platforms used to environmental factors like institutional support. https://doi.org/10.1558/wap.32515
... Así, con el propósito de involucrar activamente al estudiante en el proceso de evaluación, se decide implementar la evaluación por pares en línea como parte del aprendizaje de la habilidad de escritura en una lengua extranjera. Para lograr esto, por un lado, se requiere incluir nuevas formas de aprendizaje como las que ofrecen las tecnologías de la información y comunicación (TIC), tales como blogs (Gómez & McDougald, 2013;Kitchakarn, 2013), plataformas de aprendizaje (Lu & Law, 2012;Lu & Zhang, 2012), sistemas de evaluación por pares (Kaufman & Schunn, 2011), comunidades virtuales (Van der Pol, Van den Berg, Admiraal & Simons, 2008), portafolios y discusiones asincrónicas (Gikandi, Morrow & Davis, 2011). ...
... The findings illustrated that peer response cannot be considered as a replacement for teacher feedback, but it is a significant complementary source of feedback in EFL writing classrooms. As well as, study carried out by Kitchakarn (2013) in Thailand to investigate the influence of peer feedback activity on students writing ability. The finding showed that peer feedback can help to improve students writing abilities. ...
Article
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Peer feedback is an essential issue in educational context because learners can learn from their classmates. This research investigated the usage of peer feedback and its influence on Afghan EFL students’ academic achievement at Kandahar University, Kandahar, Afghanistan. In this study, the quantitative research approach was used to collect data from 150 students through questionnaire and they were selected through random sample. Similarly, the data was analyzed through IBM 24 version Statistical Package for Social Sciences (SPSS) and found out frequency and percentage of demographic data also mean and standard deviation of the items. The findings of this study disclosed that students use peer response because they understand the value of peer assessment. Similarly, students preferred to peer feedback and they desire it. Moreover, the use of peer review abled learners to assess the writing of their peers and also the use of peer feedback reduced learners’ anxiety. Furthermore, the findings also showed that students learn when they receive feedback from their peers. Likewise, peer feedback had positive impacts on students’ achievement as well giving and receiving peer response helped with students writing. Kyewords: peer feedback, usage, influence, Afghan EFL students.
... The instruments were designed from the survey questionnaires utilized by Nyuyen et al. (2013); Selpa (2017); Liz et al. (2016); Orioque (2020); Kitchakarn (2013). The content of which were thoroughly revised to fit them to the study. ...
Article
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The main objective of this study was to discover how Facebook groups use impact the academic learning of undergraduate students. This paper applied a mixed method of research in which the quantitative as core and the qualitative as the supplemental. Data from a sample of 590 college students are used to analyze how Facebook groups use, ease, usefulness and academic performance related to positive and negative collaboration among students. We found that there is a significant relationship between the Facebook groups use with ease of use, the usefulness of Facebook groups and academic performance. Qualitative results suggest that using Facebook groups facilitate academic learning of the students as it shows their good academic performance.
... This can be viewed as socialenvironmental influences (Chen, Liu, Shih, Wu, & Yuan, 2011). Therefore, many educators facilitate online discussions in their courses ( (Ekahitanond, 2013;Kitchakarn, 2012;Kitchakarn, 2013). As such, the current study employed social media as a platform for students to do the activity. ...
Article
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The current study was conducted to see the effectiveness of using social media to enhance students' critical thinking skills. To fulfill the purpose of the study, a 14-week experimental study was performed with two groups of students. Both groups were introduced to how to respond to questions based on Revised Bloom's Taxonomy. During the period of doing the activity, students in the experimental group had to post answers in Facebook and got feedback from peers and teacher as mutual learning while those in the control group wrote their replies in papers and submitted them to the teacher in class. The research instruments used in this study included pre-and post-tests and a questionnaire. The data were analyzed by using dependent t-tests, independent t-tests, means, and standard deviations. After the experiment there was a difference in the mean scores of critical thinking ability between the two groups at the significance level of.05. The data obtained from the questionnaire manifested students' positive attitudes towards English instruction delivered through questioning technique and postings in Facebook.
Article
Despite the increasing amount of literature on the educational potential of social media for learning, little is understood about how different functions of social media might affect learning in the K-12 context, the primary school education context in particular. This study examined the effect on learning of a key function of social media—online sharing. It examined how teacher-organized online schoolwork sharing on a social media-based platform, Seesaw, influenced a group of primary school students’ learning. Survey responses from 337 primary school students revealed that students had positive perceptions of the impact of schoolwork sharing on learning. Structural equation modeling analysis of the survey responses revealed that online schoolwork sharing influenced individual student learning primarily through enhanced perceptions of the value of online sharing for learning from peer review, which influenced learners’ efforts in schoolwork. Efforts in schoolwork then positively influenced students’ self-efficacy in learning. The findings suggest that primary school teachers should actively utilize the sharing function of social media to facilitate student learning. The findings also underscore the importance of enhancing peer review and students’ perceptions of its value in order to maximize the learning potential of online schoolwork sharing for primary school students.
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The demand of responsibilities among teachers has evolved not only in classroom management but also to the extent of promoting communication and interpersonal skills. Social media is integrated in schools and higher learning institutions for communication and reflection of learning which enhance teachers’ performance in leadership quality and effective teaching. This study was designed in a qualitative approach mainly to explore the extent of interest and enjoyment students experienced during an intensive ICT course. Blog was used as a medium for reflection during the class where students posted their creations of videos, posters and other ICT materials. The three needs investigated were namely autonomy, competence, and relatedness support. The researcher further examined on students’ awareness of the usefulness of the ICT skill they learned and how much they can use the blog for teaching and learning. Based on the Basic Psychological Needs Theory framework (BPNT), this study has adopted the direct observation, journal entry, and interviews as a triangulation approach.
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The demand of responsibilities among teachers has evolved not only in classroom management but also to the extent of promoting communication and interpersonal skills. Social media is integrated in schools and higher learning institutions for communication and reflection of learning which enhance teachers' performance in leadership quality and effective teaching. This study was designed in a qualitative approach mainly to explore the extent of interest and enjoyment students experienced during an intensive ICT course. Blog was used as a medium for reflection during the class where students posted their creations of videos, posters and other ICT materials. The three needs investigated were namely autonomy, competence, and relatedness support. The researcher further examined on students' awareness of the usefulness of the ICT skill they learned and how much they can use the blog for teaching and learning. Based on the Basic Psychological Needs Theory framework (BPNT), this study has adopted the direct observation, journal entry, and interviews as a triangulation approach.
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Technology is an indispensable part of our lives and education cannot be taught without it. Since technology is in every part of our lives, foreign language education also makes use of the new technology. By the use of the Internet, virtual classrooms and materials are easy to access and learning takes place beyond the boundaries of the classrooms. Weblogs or blogs are one of the tools that are used to teach language skills in EFL courses and students have a chance to reflect on what they wrote in the blogs. The aim of this study is to find the opinions of elementary level EFL learners on using weblogs and distance education. The subjects of the study were 10 Native speakers of English in London and 15 Turkish EFL learners who are learning English in the School of Foreign Languages. Turkish EFL learners created a class blog and every week they were given assignments by their class teacher. They wrote paragraphs and they gave and receive feedback on their writing in terms of content, vocabulary and grammar by their classmates and by native English speakers in a virtual environment. This procedure lasted for 6 weeks. At the end of 6 weeks, students were given an evaluation questionnaire and they were asked to write their opinions about using weblogs. They were also interviewed by their teacher and the opinions of the students were categorized. Findings indicate that the students found the idea of weblogs as a distant learning tool motivating, enjoyable and encouraging.
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This study investigated the potential value of Weblog use on English language learning in the context of a university in Thailand. It examined students’ perceptions of and attitudes towards using Weblogs. A content analysis was used to analyse the data that derived from short questionnaires, interview questionnaires and student Blogs. The findings indicated that the students perceived Weblog as a tool for the development of their English, in terms of writing, reading, vocabulary, and recording their learning experience. The students also viewed Weblog as giving an opportunity and freedom for self-expression in English, writing for both a local and global audience, fostering creative, analytical and critical thinking skills, creating social interaction and good relationships between writer and reader, and supporting the learning community. Overall then, in spite of some minor limitations, they had positive attitudes towards Weblog use. These findings suggest that Weblogs can provide learning motivation and opportunities for authorship and readership, as well as the development of writing and learning strategies, including critical thinking.
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This paper reports an exploratory study of 60 English as a foreign language (EFL) student's experiences of online peer feedback in an essay writing course at Islamic Azad University, Dezful Branch. They were required to comment on their peers' writing essays using the checklist to whom had been made available, but in different ways. The groups were required to self-assess their own writing piece, and share it with the other groups, either in offline or online forms and, subsequently, assess the other groups' essays in light of the criteria in the checklist and let them know about their comments. The performance of the two groups was, subsequently, compared using the t-test statistical analysis. It indicated that there is not any significant difference between the performances of the online and offline groups.
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This article presents guiding principles teachers can utilize in their own planning and student training for e=ective peer response. As the principles illustrate, teacher planning and student training are ongoing processes that must be addressed before, during, and after peer response, although the majority should be carried out before peer response commences. Planning and training encompass students' responding to and revising their papers based on peers' comments. The principles are listed chronologically, from before to during and after peer response, and for each, concrete and practical suggestions are provided.
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This paper reports on a study incorporating blog projects as part of an integrated English project assignment. Students did the project outside classroom hours to practice their language skills in an authentic environment, using blogs to communicate with each other. This study seeks to assess the usefulness of blogs in developing students’ ability to write constructively. We collected data through questionnaires that requested students’ feedback on their attitudes and perspectives pertaining to the integrated blog project and how the project motivated them and helped them increase their interest in writing in English. We found that students had a positive attitude about blogging. The students perceived blogging as an interesting and motivating learning environment because interacting through blogs helped with the critical thinking and peer feedback facets of their writing projects. We also found that social interaction helped students improve their writing skills
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Although a considerable number of studies on L2 students' compositions have shown that peer response has a profound and positive effect on the students' revision, few investigations have examined the results of electronic peer response in comparison with face-to-face peer response. The present study aimed to examine types of comments Chinese EFL university students made, how they used the comments in revising their writing, and the writing quality after revision. Comments made and actually used by the two groups were categorized and counted, and the students' essays were rated by five trained raters. The findings revealed that the students' focus on providing comments was different in both groups. The face-to-face peer response group produced more comments, thus resulting in a larger number of comments incorporated into revisions. However, the electronic peer response group produced more revision-oriented comments. In terms of writing quality, they significantly outperformed the face-to-face group.