Exploring Teachers’ and Students’ Perceptions of and Attitudes Towards the use of Blogs for English Writing Skills at a Vietnamese University
Main Article Content
Abstract
The study aimed at finding out: i) the attitudes of both teachers and students at a Vietnamese university as regards the integration of blogs into English writing classes, and ii) their perceived advantages and difficulties in adopting such a way of teaching and learning. Data was collected in two stages: a preliminary questionnaire survey with 110 students and 12 teachers of EFL (English as a Foreign Language) writing, and follow-up interviews with 07 participants, both teachers and students. Findings indicated participants generally held a positive attitude toward the integration of blogs into EFL writing curriculum. Significant benefits in adopting a blogging approach included teachers’ and students’ access to computer and the Internet, their ability to handle blog-related technical issues, and their awareness of the possible benefits of a blog-integrated curriculum. However, the current limited use of blogs for practicing English writing at the institution as well as students’ willingness to post their writings and give feedback on a public page were among the major obstacles. The study was concluded by some important pedagogical implications for the realization of a blog integrated EFL writing curriculum in Vietnam.
Keywords:
Blogs, blogging approach, blog-integrated curriculum, EFL writing, Vietnamese university.
References
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[61] D.A. Castaneda, The effects of instruction enhanced by video/photo blogs and wikis on learning the distinctions of the Spanish preterite and imperfect. Foreign Language Annals 44(4) (2001) 692-711.
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[2] F.W. Kung, Assessing an innovative advanced academic writing course through blog-assisted language learning: issues and resolutions, Innovations in Education and Teaching International, 2015, pp. 1-9.
[3] H.Y.C. Huang, Students and the teacher’s perceptions on incorporating the blog task and peer feedback into EFL writing classes through blogs, English Language Teaching 9(11) (2016) 38-47. https://doi.org/10.5539/elt.v9n11p38.
[4] A. Jimoyiannis, P. Tsiotakis, Students’ engagement and peer interaction in online academic writing through a course blog, In M. Tsitouridou, J.A. Diniz, T.A. Mikropoulos (Eds.), Technology and innovation in learning, teaching and education, Springer, 2018, pp. 103-119.
[5] L.V. Nguyen, Technology-enhanced EFL syllabus design and materials development, English Language Teaching 1(2) (2008a) 135-142.
[6] L.V. Nguyen, The triangular issues in multimedia language courseware design in the Vietnamese EFL environment, Asian Social Science 4(6) (2008b) 65-67.
[7] T.T. Dang, M. Robertson, E-behaviors and
E-community Formation: An Investigation on Vietnamese EFL Students The Asian EFL Journal. 46(1) (2010a) 4-27.
[8] T.T. Dang, M. Robertson, Impacts of Learning Management System on learner autonomy in EFL learning, International Education Studies 3(3) (2010b) 3-11.
[9] T.T. Dang, M. Robertson, Pedagogical lessons from students' participation in Web 2.0. TESOL in Context 20(2) (2010c) 5-26.
[10] M.J. Kelley, The impact of weblogs on the affective states and academic writing of L2 undergraduates, (Doctor of Philosophy Dissertation), University of Virginia (UMI Number: 3312190), 2008.
[11] R.S. Arslan, A. Sahin-Kızıl, How can the use of blog software facilitate the writing process of English language learners? Computer Assisted Language Learning 23(3) (2010) 183-197.
[12] Y.C. Sun, Extensive writing in foreign-language classrooms: a blogging approach, Innovations in Education and Teaching International 47(3) (2010) 327-339.
[13] A.R. Mompean, The development of meaningful interactions on a blog used for the learning of English as a Foreign Language, European Association for Computer Assisted Language Learning 22(3) (2010) 376-395.
[14] L. Ducate, L. Locmika, Exploring the blogosphere: From blog readers to blog writers, Foreign Language Annals 38(3) (2005) 410-422.
[15] H.G.A. Le, Blogging and Vietnamese language teaching and learning, Electronic Journal of Foreign Language Teaching 6(1) (2009) 268-277.
[16] B. Farmer, A. Yue, C. Brooks, Using blogging for higher order learning in large-cohort university teaching: A case study, Australian Journal of Educational Technology 24(2) (2008) 123-136.
[17] L. Lee, Fostering reflective writing and interactive exchange through blogging in an advanced language course, European Association for Computer Assisted Language Learning 22(2) (2010) 212-227.
[18] M.H. Beauvois, Computer-Mediated Communication: Technology for Improving Speaking and Writing, In Technology-Enhanced Language Learning, Lincolnwood, Illinois: National Textbook Company, 1997, pp. 357- 365.
[19] J.A. Oravec, Blending by Blogging: weblogs in blended learning initiatives, Journal of Educational Media 28(2) (2003) 225-233.
[20] S.H. Yang, Using blogs to enhance critical reflection and community of practice, Educational technology & society 12(2) (2009) 11-21.
[21] L. Opp-Beckman, Classroom Practice: Authentic Audience on the Internet, In CALL Environments: Research, Practice, and Critical Issues, Teachers of English to Speakers of Other Languages, Inc, 1999, pp. 79-95.
[22] M. Guardado, L. Shi, ESL students' experiences of online peer feedback, Computer & Composition 24 (2007) 443-461.
[23] J. Egbert, C. Chao, E. Hanson-Smith, Computer-Enhanced Language Learning Environments: An Overview, In CALL Environments: Research, Practice, and Critical Issues, Teachers of English to Speakers of Other Languages, Inc, 1999, pp. 1-16.
[24] D. Nunan, The Learner-Centred Curriculum, Cambridge: Cambridge University Press, 1991.
[25] J.C. Richard, Curriculum Development in Language Teaching, Cambridge: Cambridge University Press, 2001.
[26] S.A. Petersen, M. Divitini, G. Chabert, Sense of community among mobile language learners, can blogs support this? International Journal of Web Based Communities 5(3) (2009) 428-445.
[27] P. Rollinson, Using peer feedback in the ESL writing class, ELT Journal. 59(1) (2005) 23-30.
[28] C.B. Scanlon, The natives aren’t quite so restless, Sydney: The Australian, 2009.
[29] S. Bennett, K. Maton, K. Kervin, The 'digital natives' debate: A critical review of the evidence, British Journal of Educational Technology 39(5) (2008) 775-786.
[30] J. Bauer, J. Kenton, Toward technology integration in the schools: Why it isn't happening, Journal of Technology and Teacher Education, 13(4) (2005) 519-546.
[31] G. Azzaro, J.D.D.M. Agudo, The emotions involved in the integration of ICT into L2 teaching: Emotional challenges faced by L2 teachers and implications for teacher education, In Agudo, J. D. M (Ed.), Emotions in Second Language Teaching, Springer International Publishing AG, 2018, pp. 183-203.
[32] B. Johnson, L. Christensen, Educational research: Quantitative, qualitative, and mixed approaches (3rd ed.), Thousand Oaks, CA: Sage Publications, Inc, 2018.
[33] R. Ayres, Learner attitudes towards the use of CALL, Computer Assisted Language Learning, 15(3) (2002) 241-249.
[34] J. Stepp-Greany, Student perceptions on language learning iin a technological environment: Implications for the new millennium, Language Learning & Technology 6(1) (2002) 165-180.
[35] G. Kessler, D. Bikowski, Developing collaborative autonomous learning abilities in computer mediated language learning: Attention to meaning among students in wiki space, Computer Assisted Language Learning 23(1) (2010) 41-58.
[36] J.A. Belz, Linguistic perspectives on the development of intercultural competence in tellecolaboration, Language Learning & Technology. 7 (2003) 68-99.
[37] R.E. West, G. Wright, B. Gabbitas, C.R. Graham, Reflections from the introduction if blogs and RSS feeds into a preservice instructional technology course, TechTrends 50(4) (2006) 54-60.
[38] F. Vieira, L. Barbosa, Investigating contexts for autonomy - a study of learner readiness and beyond. In F. Vieira (Ed.), Struggling for autonomy in language education, Frankfurt am Main: Peter Lang, 2009, pp. 145-165.
[39] S.L. Hsueh, Challenges of adopting Web 2.0 and Mobile 2.0 for language learning. In B. Facer & M. Abdous (Eds.), Academic Podcasting and Mobile Assisted Language Learning, IGI Global, 2011, pp. 70-91). Retrieved from http://www.igi-global.com.ezproxy.lib.monash.edu.au/gateway/chapter/full-text-pdf/50671/, 2011.
[40] T.S.C. Farrell, G.M. Jacobs, Essentials for successful English language teaching, London: Continuum, 2010.
[41] K. Graves, The language curriculum: A social contextual perspective, Language Teaching 41(2) (2008) 147-181.
[42] R.C. Li, R.S. Hart, What can the World Wide Web ofer ESL teachers? In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: an anthology of current practice, Cambridge: Cambridge University Press, 2002.
[43] I.S.P. Nation, Teaching ESL/EFL reading and writing, New York: Routledge, 2009.
[44] P. Cranton, Fostering authentic relationships in the transformative classroom, New directions for adult and continuing education, 2006, pp. 5-13.
[45] A. Grasha, Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles, Pittsburg, PA: International alliance of teaching scholars, 1996.
[46] R.E. Ferdig, K.D. Trammell, Content delivery in the “blogosphere”, T.H.E Journal 31(7) (2004) 12-20.
[47] R.A. Collins, The role of learning styles and technology, International Journal of Web-based learning and teaching technologies 4(4) (2009) 50-65.
[48] W. Richardson, Blogs, wikis, podcasts, and other powerful web tools for classrooms, Thousand Oaks, CA: Corwin Press, 2009.
[49] T. Miceli, S.V. Murray, C. Kennedy, Using an L2 blog to enhance learners' participation and sense of community, Computer Assisted Language Learning, 23(4) (2010) 321-341.
[50] L.B. Wolff, The “good language learner”, learner autonomy and the teacher, In F. Vieira (Ed.), Struggling for autonomy in language education, Frankfurt am Main: Peter Lang, 2009, pp. 103-118.
[51] J. Harmer, The practice of English language teaching (4th ed.): Pearson Longman, 2007.
[52] E.A.V. Veer, Facebook: the missing manual, Canada: Pogue Press O'Reilly, 2008.
[53] G. Blattner, M. Fiori, Facebook in the language classroom: Promises and possibilities, Instructional Technology and Distance Learning, 6(1) (2009) 17-28.
[54] L.P. Hayashi, A learning success story using Facebook, Studies in Self-Access Learning Journal 2(4) (2011) 309-315.
[55] M. Barton, Is there a wiki in this class? Wikibooks and the future of higher education, In R.E. Cummings, M. Barton (Eds.), Wiki writing: Collaborative learning in the college classroom, University of Michigan Press, 2008, pp. 198-214.
[56] T.J. Nelson, Writing in the wikishop: Constructing knowledge in the electronic classroom, In R.E. Cummings, M. Barton (Eds.), Wiki writing: Collaborative learning in the college classroom, University of Michigan Press, 2008, pp. 215-224.
[57] C. Fernandez, Four L2 learning objectives to guide podcast design, In B. Facer, M.H. Abdous (Eds.), Academic podcasting and mobile assisted language learning, IGI Global, 2011, pp. 21-36.
[58] L. Lomicka, G. Lord, Podcasting - Past, present and future: Applications of academic podcasting in and out of the language classroom, In B. Facer, M. Abdous (Eds.), Academic podcasting and mobile assisted language learning, IGI Global, 2011, pp. 1-20.
[59] T. Miyazoe, T. Anderson, Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting, System 38(2) (2010) 185-199.
[60] D.S. Kim, Incorporating podcasting and blogging into a core task for ESOL teacher candidates, Computers & Education. 56(3) (2011) 632-641.
[61] D.A. Castaneda, The effects of instruction enhanced by video/photo blogs and wikis on learning the distinctions of the Spanish preterite and imperfect. Foreign Language Annals 44(4) (2001) 692-711.
[62] J. Roed, Language learner behaviour in a virtual environment, Computer Assisted Language Learning 16(2) (2003) 155-172.
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