Class blogging in the EFL classroom
Brett ブレット Milliner ミリナーThe Internet and computer assisted learning technologies have created new opportunities for English as a foreign language (EFL) students to gain valuable experience interacting in English. In order to prepare students from five, university-level EFL classes in Japan for accessing English speaking contexts online, a teacher incorporated a class blogging component into the class’ syllabus. Students were asked to write a 300 to 500-word blog post every week during the 15-week semester. This paper presents an action research study into this experience. Student perceptions of the blogging component; an analysis of how students utilized technology; and, whether class blogging influenced learner motivation were evaluated. Important findings were that in spite of major technical problems, students had a very positive perception of the blogging component and participation in the blogging component had a positive influence on students’ motivation. The author hopes that this paper will illustrate the value in incorporating a class blog and provide some useful insights into how a class blogs can be effectively implemented in an EFL class.
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CLASS
BLOGGING IN
THE EFL
CLASSROOM
BRETT MILLINER
A BLOG IS.............
• A regularly updated website or a form of micro-publishing
(Williams & Jacobs, 2004; Ward, 2004)
• Open platform whereby an author can write whatever they
choose with options available for readers to directly comment
or question whatever content has been presented (Eastment,
2005)
• Blogs serve the purpose of email, discussion forums, instant
messaging, and electronic publishing (Ward, 2004)
BLOGS IN EDUCATION
(Campbell, 2003 & 2005; Bakar & Ismal, 2009)
1. The Tutor Blog: which acts as a resource and
class information disseminator for teachers. For example, a
tutor or teacher could provide graded reading practice with
hyperlinks or extra reading support, provide class syllabus
information and provide links and other information to
support students in their individual study (Campbell, 2003).
2. The Learner Blog: whereby learners can freely
create and manage their own blog page.
3. The Class Blog: which involves the whole class
working shared online publication.
BENEFITS OF EFL CLASS BLOGGING
INCREASED
C O M M U N I C AT I O N
OUTSIDE OF CLASS
(PINKMAN, 2005; SPIRI & NAGANUMA, 2007; BAKAR &
ISMAIL, 2009)
INCREASED
PA R T I C I PAT I O N
IN
CLASS
BETTER SOCIAL
CONNECTIONS
(MYNARD, 2008; BAKAR & ISMAIL, 2009)
( W A R D , 2 0 0 4 ; W I L L I A M S & J A C O B S , 2 0 0 4 ; P O B L E T, 2 0 0 6 ;
MYNARD, 2008; BAKAR & ISMAIL, 2009)
ENHANCED
WRITING SKILLS
(WARD 2004 ; LEE, 2006; MYNARD, 2008; BAKAR & ISMAIL,
2009)
ENHANCED
COMPUTER &
ONLINE
C O M M U N I C AT I O N
SKILLS
( P O B L E T, 2 0 0 6 ; L E E , 2 0 0 6 ; B L A C K S T O N E , 2 0 0 7 ;
BAKAR & ISMAIL, 2009)
INCREASED
M O T I V AT I O N
( W A R D , 2 0 0 4 ; C A M P B E L L , 2 0 0 5 ; P I N K M A N , 2 0 0 5 ; P O B L E T,
2 0 0 6 ; C A R N E Y, 2 0 0 7 ; B L A C K S T O N E E T A L . , 2 0 0 7 ; M Y N A R D ,
2008)
CHALLENGES
LACK OF BACK
AND FORTH
C O M M U N I C AT I O N
(Murray, 2009; Wolff, 2011)
TECHNOLOGY
TRAINING
(Hourigan & Murray, 2010; Murray, 2009; Stockwell, 2008;
Williams & Jacobs, 2004)
WASTE OF
TEACHER’S TIME
THIS STUDY
5 CLASSES & 92 STUDENTS
posterous® SPACES®
• Ease of posting: Smart-phone app, email or pc
• Flexibility in posting multimedia
• RSS or push-notifications for all posts and comments
• Layout similar to Facebook
• Had a heart icon
RESEARCH QUESTIONS
1. How was the class blog component
perceived by students?
2. Did participation in the blog influence
student’s level of motivation?
3. How were students using technology
to participate in the blog?
HOW WAS THE CLASSROOM BLOG
PERCEIVED BY STUDENTS?
• 92% felt the class blog was useful for
English study
• 92% believed the blog was an effective way
to practice writing in English
• 88% believed that their blog contributions
enabled them to improve their language
skills by the end of the course
How was the class blog
component perceived by students?
93% BELIEVED THAT THE BLOG
ENABLED A CLOSER RELATIONSHIP
BETWEEN CLASS MEMBERS
“The more we posted on the blog, the more our
relationship developed”
“The posterous activity was a novelty for me. After reading
my classmate’s posts, I learned new English expressions”
“I realised it’s good to hand in homework using the blog.
It’s convenient and more importantly, I can see another
student’s blog, so I learned lots of things not only from my
teacher, but also other students.”
Did participation in the blog influence
student’s level of motivation?
Did participation in the blog influence student’s level
of motivation?
• 86% believed their classmate’s posts motivated
them
• 79% believed they tried harder than pen and
paper writing tasks because other class
members could read their posts
• 76% believed the blogging tasks made them
want to study English harder
Did participation in the blog influence student’s level
of motivation?
“Any comments or “like” from my classmates
encouraged me to increase my motivation for writing
blog entries”
“Sometimes posterous didn’t work . But this project
totally motivated me and I think I could level up
English expressions”
“I came to think that this type of class is more
interesting than those where students sit and only read
and write”
How were students using technology
to participate in the blog?
Mobile Device Ownership (n=92)
Title
2%
33%
Old cellphone (2)
Android (30)
iOs (60)
Android
65%
iPhone
HOW WERE STUDENTS ENGAGING
WITH THE BLOG?
Reading the blog
Writing a blog
44 44
56 56
Mobile
PC
Students are prepared to use their mobile devices for composing blog entries. This differs from Fujimoto
(2012) who found students prefer to use their PC’s for text composition such as writing an email
STUDENT COMMENTS:TECHNOLOGY
“For me, this class was a fantastic time. We could communicate
directly or on the web, and I felt happy connecting with friends.
Before this class I tended to look on social networks’ dangerous
points; leak the personal information. But through this class I knew
some fun on social networks. Of course we always must be care
about our own words. Letters on a screen are sometimes
misleading. So, I cared on choosing of word when write posts. The
carefulness may be the biggest thing I learned in this class”
“Through this class I could get the skill to use SNS and experience
various types of homework tasks”
CHALLENGES: A “SINKING SHIP”
A SINKING SHIP
“This class was very interesting for me. However, the
App on the iPhone is not working, so I had some
problems posting. Besides, blog updating was a bit
slow”
A “SINKING SHIP”
CHALLENGES:
LACK OF COMMENTS
“I like the blog, but I think it need more people to be
more active”
“I think the teacher and other students should give
more comments and advice”
1. Enforce strict blogging deadlines
2. Set comment quotas (difficult to track)
3. Tie comment quotas to class grades
CHALLENGES:
BLOG MANAGEMENT
• Difficult to keep track of students’ posts
and comments.
References
Bakar, N.A., & Ismail, K. (2009). Using blogs to encourage ESL students to write constructively in English. AJTLHE: ASEAN Journal of Teaching and Learning in Higher Education, 1(1), 45-57. Retrieved from http://journalarticle.ukm.my/1481/1/kemboja.pdf
Blackstone, B., Spiri, J., & Naganuma, N. (2007). Blogs in English language teaching and learning: Pedagogical uses and student responses. Reflections on English Language Learning 6(2), 1-20. Retrieved from http://www.nus.edu.sg/celc/publications/
RETL62/01to20blackstone.pdf
Campbell, A. (2005). Weblog Applications for EFL/ESL Classroom Blogging: A Comparative Review. TESL-EJ, 9(3). Retrieved from http://tesl-ej.org/ej35/m1.html
Campbell, A. (2003). Weblogs for use with EFL classes. The Internet TESL Journal, ix(2). Retrieved from http://iteslj.org/Techniques/Campbell-Weblogs.html
Carney, N. (2007). Language study through blog exchanges. In the proceedings of the Wireless Ready Conference, Nagoya, Japan March 24, 2007. Retrieved from http://wirelessready.nucba.ac.jp/Carney.pdf
Cote, T., Milliner, B., Flowers, S., & Ferreira, D. (2014). What’s going on at the MALL? PeerSpectives, 12, 37-40. Retrieved from http://peerspectives.files.wordpress.com/2010/04/travis-cote-brett-milliner-simeon-flowers-dan-ferreira.pdf
Eastment, D. (2005). Blogging. ELT Journal, 59(4), 358-361.
Fujimoto, C. (2012). Perceptions of mobile language learning in Australia: How ready are learners to study on the move? JALT CALL Journal, 8(3), 165-195. Retrieved from http://journal.jaltcall.org/articles/8_3_Fujimoto.pdf
Hourigan, T., & Murray, L. (2010). Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework. Australasian Journal of Educational Technology, 26(2), 209-225. Retrieved from http://www.ascilite.org.au/ajet/
ajet26/hourigan.html
Lee, R. (2006). The effective learning outcomes of ESL elementary and secondary school students utilizing educational technology infused with constructivist pedagogy. International Journal of Instructional Media, 33(1), 87-93.
Murray, A. (2009). Student perceptions on the use of blogs in a writing course. In A. M. Stoke (Ed.), JALT2008 Conference Proceedings. Tokyo: JALT. Retrieved http://jalt-publications.org/recentpdf/proceedings/2008/E118.pdf
Mynard, J. (2008). A blog as a tool for reflection for English language learners. Philippine ESL Journal, 1, 77-90. Retrieved from http://www.philippine-esl-journal.com/August-2008-Vol1.pdf
Pegrum, M. (2014). Mobile learning, Hampshire: Palgrave MacMillan.
Poblet, I.C. (2006). Blogging in the ESL/EFL classroom. In H. Nguyen (Ed.) Computer and video technology in language teaching: A practical guide. TESL Programs, Hawaii Pacific University. Retrieved from http://de.hpu.edu/hnguyen/Poblet.pdf
Smith, G. (2009). Voices from the field: Obtaining, Processing, and Constructing English: Blogging in the ESL classroom. The National Association for Media Literacy Education’s Journal of Literacy Education, 1, 75-80. Retrieved from http://
digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1007&context=jmle
Stockwell, G. (2012). Working with constraints in mobile learning: A response to Balance. Language Learning and Technology, 16(3), 24-31. Retrieved from http://llt.msu.edu/issues/october2012/stockwell.pdf
Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253-270. Retrieved from http://www.f.waseda.jp/gstock/Stockwell_ReCALL_2008.pdf
Ward, J.M. (2004). Blog assisted language learning (BALL): Push button publishing for the pupils. TEFL Web Journal, 3(1), 1-16. Retrieved from http://www.esp-world.info/articles_26/push%20button%20publishing%20ward%202004.pdf
White, J., & Mills, D. (2014). Examining attitudes towards and usage of smartphone technology among Japanese university students studying EFL. CALL-EJ, 15(2), 1-15. Retrieved from http://callej.org/journal/15-2/White_Mills_2014.pdf
Williams, J., & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australian Journal of Educational Technology, 20(2), 232-247. Retrieved from http://eprints.qut.edu.au/13066/1/13066.pdf
Wolff, G. (2011). Japanese university students use Content 2.0 online forum to share their views of the world. JALT CALL Journal, 7(2), 195-205. Retrieved from http://www.jaltcall.org/journal/articles/7_2_Wolff.pdf
THANK YOU!
Brett Milliner
milliner@lit.tamagawa.ac.jp
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Related topics
Computer Assisted Language LearningComputer Assisted Language Learn...Teaching EFLCALLMobile Assisted Language LearningEnglish as a Foreign Language (EFL)Professional development of ESL/...ICT in EFL teachingMALL (Mobile Assisted Language L...Teaching EFL and Teacher Trainingmethodology of teaching EFLEnglish EFL TEFL learningEnglish as a lingua franca (ELF)ESL/EFL WritingEnglish As a Second Language (ESL)ELF PedgogyELF-aware TeachingBlogging In EFL