Blogs as a helpful platform to English writing proficiency development outside the classroom

Ph Vivian

April 2018

As far as Blake (2012) is concerned, blogs are described as the second-generation asynchronous Internet tool of language learning with “online hypertext journals” (p.74) where other people read and give responses. To be more specific, Pinkman (2005) has conducted a research to examine the effectiveness of using blogs in foreign language classroom as well as developing learners’ independence learning outside classroom. The finding of the study suggests that “learner-perceived benefits of using blogs included increased interest and motivation to use English because of interaction with, and feedback from, classmates and teachers” (Pinkman, 2005: 12). This result also replicates what Ward (2004) previously concludes that blog project did assist students’ language learning.  

In the specific field of developing English writing skills after the class has finished, practicing writing in computer-mediated communication (CMC) domains like blogs has become increasingly ubiquitous in English language teaching and learning. It could be because in literature, a great effort has been made to investigate the advantages of employing blogs in developing English writing skills not only inside but also outside the classroom. Campbell (2003) claims that blogs could offer students a medium to practice writing. Furthermore, the feedbacks students receive from their instructors and peers through stages of writing make significant contribution to their writing proficiency development in terms of range of vocabulary, accuracy and idea clarification (Paulus, 1999). By the same token, it is suggested by Dippold (2009: 19) that “[the blogs] allow writers to reach a much wider audience than just a tutor, encourage and facilitate the exchange of resources and thoughts, and enable students’ work to be evaluated and assessed by peers”. Also, Ducate and Lomicka (2008), Sun (2009) indicate that writing on their own blogs could also foster a sense of ownership as wells as a sense of audience among students and this in turn makes them more responsible for their learning.

As a junior at university years ago, I also experienced blog projects that my writing instructors set up for our class during two consecutive semesters. The teachers asked us to make the blogs on our own following the link www.blogspot.com and post our writing assignment on the blogs. The teachers as well as all members of the class would follow the pages so that we students also had chances to read and write comments on other members’ work. We also received comments from them and certainly from the teachers as well. In my personal case, I have noticeably improved my writing competency since then. I spent more time in dedicating to writing and I realized that I started writing in a more careful manner in terms of word choice, accuracy, and the way of idea organization though mistakes were still inevitable at the time. Additionally, what I learnt from my teachers and classmates’ feedbacks is undoubtedly invaluable. Therefore, as far as I am concerned from both the above related, though humble, literature and my personal case of learning writing skills, blog is believed to be one of a useful platform for English writing proficiency development outside the classroom.

REFERENCES

[1]  Blake, R. (2012). Brave new digital classroom (2nd ed). Washington: Georgetown University Press.

[2]  Campbell, A.P. (2003). Weblogs for use with ESL classes. The Internet TESL Journal,9(2). Retrieved on April 7, 2018 from http://iteslj.org/Techniques/Campbell-Weblogs.html.

[3]  Dippold, D. (2009). Peer feedback through blogs: Student and teacher perceptions in an advanced German class. ReCALL, 21(1), 18–36.

[4]  Ducate, L.C., & Lomicka, L.L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9–28.

[5]  Pinkman, K., (2005). Using blogs in the foreign language classroom: encouraging learner independence. The JALT CALL Journal 1(1), 12-24.

[6]  Paulus, T.M. (1999). The effect of peer and teacher feedback on student writing. Journal of Second Language Writing, 8(3), 265-89.

[7]  Sun, Y. (2009). Voice blog: An exploratory study of language learning. Language Learning & Technology, 13(2),88–103. Retrieved on April 7, 2018 from https://scholarspace.manoa.hawaii.edu/bitstream/10125/44182/1/13_02_sun.pdf.

[8]  Ward, J. M. (2004). Blog assisted language learning (BALL): Push button publishing for the pupils. TEFL Web Journal 3(1), 1-16. Retrieved on April 7, 2018, from http://www.esp-world.info/articles_26/push%20button%20publishing%20ward%202004.pdf.