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An Exploratory Study of Using Personal Blogs for L2 Writing in Fully Online Language Courses
Abstract
The chapter reports the results of an exploratory study examining the use of personal blogs for the development of L2 writing skills in fully online language courses. The chapter outlines the methodology of the blog project including pedagogical objectives, task design, selection of digital tools, and implementation. The study involved 48 beginning students who used blogs for their writing assignments over the course of two consecutive summers. Both quantitative and qualitative data collected from post surveys, blog entries, and comments, and final interviews were analyzed. The results indicated that students perceived blogging as an effective tool for building their writing skills. Moreover, the chapter revealed that feedback scaffolding affected students' efforts to make improvement on both content and form. The study concludes that while writing performance can be assessed by the implementation of a well-designed blog project, sufficient time for feedback interaction and strategies for effective use of feedback are vital to foster reflective thinking and collaborative learning.
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