Using Blogs as a Platform in the TEFL (0)

UNIVERSITY OF TARTU
DEPARTMENT OF ENGLISH
Using Blogs as a Platform in the Teaching of English as a Foreign Language
Research paper
Tartu 2010
ABSTRACT
This work analyses the usefulness of blogging in teaching English as a foreign language. The definition of the term ‘blog’ is provided along with the advantages and disadvantages of blogs’ usage in practice . The analysis of language skills developed by students throughout the use of blogs for learning purposes is given in the paper with possible limitations that blogs have. Author of this paper also shares personal comments about the experience in the field . In this paper it is also described which research methods are planned to be employed for the conduction of research project .
ABSTRACT 2
REFERENCES 11
INTRODUCTION
Due to the rapid expansion of technology over the past decade, hypermedia instructional programs have become commonplace. Learners of all ages have increased access to technology such as the World Wide Web, which provides a seemingly limitless amount of information. New technologies such as Mp3, podcasting, and social networking are booming. In contrast to more traditional environments, technology offers greater opportunities for interactivity and learner control . There are more educators and language teachers using the Internet in language teaching as well. Many computer applications, especially asynchronous computer-mediated communication such as email and electronic bulletin boards, promote interactive learning. With the booming growth of technology, blogs have become another learning platform for language teaching.
Accordingly, these in turn have provided both teachers and learners with an alternative avenue, unlike the traditional face -to-face meetings or discussions, to foster their personal knowledge development through meaningful negotiation and communication. The web- based technology supports collaborative learning that enriches learning performance , both for individual knowledge construction and group knowledge sharing .
I became interested in the field since I realised that nowadays in order to be an effective teacher one must know the ‘key’ to the new generation of learners falling, to a category of ‘ digital natives’. The research aims to determine the meaning of ‘blogs’ and evaluate the extent to which they might be useful for the teaching of English. The primary purpose of this study is to collect evidence from numerous reviews of practices and summarize findings that will reflect on the ways in which social computing applications change learning patterns , give rise to new learning opportunities. This research project will sort out the best resources most suitable for the use in EFL classroom . It will firstly draw on diverse opinions , experiences , approaches on the use of communication technologies in a language classroom; however , it is also planned to try the method of using blogs in teaching writing in English and obtain statistical data of their language improvements by the end of training. As a feedback form I plan to initiate an electronic survey for everyone who pass the course .
Definition of blog
In recent decade on the internet scene appeared such term as ‘weblog’, the later version of which had been simplified and is nowadays known as ‘blog’. Due to the fact that these ‘personal online, web-based publications’ ( Armstrong & Retterer, 2009, p. 233) have found a broad response among many users both on leisure and professional level, the amount of definitions rose highly as well.  Term ‘weblog’ originally was coined in 1997 by John Barger and Robert Wisdom as they defined it as a ‘webpage where a web logger ‘logs’ all the other webpage’s he/she finds interesting’ (Armstrong & Retterer, 2009, p. 233). Since then it has simply been referred to as ‘a blog’ and explained as it is ‘an online journal that users can continuously update, in their own words , online’ (Matheson, 2004, p. 449). According to Shih-Hsien Yang (2009) ‘blogs utilize a simple interface to make it easy for any user to construct , without having to understand HTML or web scripting’ (p.13). Thus, it turns out that anyone who can create a basic Microsoft Word document can create and maintain a blog. In addition , users can even add pictures or audio files to enhance their blog’s attractiveness. Furthermore, a blog is interactive in the sense that readers can respond with comments in just a few steps.
Blogging for learning
Furthermore, there have been increasing numbers of people using blogs in education ( Godwin - Jones , 2003). In terms of language teaching and learning, ‘language learners could use a personal blog linked to a course as an electronic portfolio, showing development over time’ (Godwin-Jones, 2003, p. 13). Hence, blogs could be used to monitor and assess students’ work as well as to encourage interaction among students and between teachers and students. The following sections outline the characteristics of blogs that make them useful tools for language teaching and learning (Yang, 2009, p. 13).
Firstly, there has always been problem with the low students’ motivation for reading and writing. But, studies have also shown that Internet access motivates many students to read extensively (Yang, 2009, pp. 13–15). Students have an opportunity to read things in which they are interested and write things they truly wish to write, thereby determining their own texts in language education and combining text with conversations in a very personal and stimulating way. Apparently, the use of blogs might be a way to provide such motivation for reading in a language other than one’s mother tongue, through the interactive nature of the blog.
Secondly, in addition to using blogs as a tool for ‘bursting’ students’ motivation for reading,
Godwin-Jones (2003) also indicates that through blogging, people are able to document their reflections about things relevant to their daily life experiences, sharing such things with their friends , families , and/or group members. He further points out that blogs and other social networking sites provide new opportunities and incentives for personal writing (Godwin-Jones, 2003). In other words, blogs allow people to exchange information without space and time constraints, to broaden their knowledge, and to meet personal needs and interests at the same time.
Thirdly, the most valuable feature of blogs is that the interactive feature of a blog can enhance critical reflection as one can read and also comment on what one reads in expectation of a little discussion and a quest for common interests and individual differences . This element forces students to make more meaningful decisions about content as they are aware that their reflection is a public document that is accessible to their peers and a wider audience (Hanlon, 2009, pp. 4–5). Thus, blogs can enrich the learning experience and provide opportunity for learners to shift from surface to deeper levels of learning through critical reflection (Hanlon, 2009, pp. 3–4). By responding on blogs, people can get feedback from other audiences throughout cyberspace. Obviously during the process of formulating these responses to continue an electronic exchange of ideas with peers, students receive an opportunity to strengthen their critical thinking skills. Since the learner is exposed to many varying opinions, this in itself challenges the learner to step back and consider their own beliefs and the culture in which they exist . On uncovering multiple different opinions, and having their own challenged, there is more of a possibility in a shift in their own beliefs in comparison to just receiving feedback from a single source. Therefore the author believes that this is a valuable feature of blogs to promote critical reflection. (Hanlon, 2009)
Fourthly, blogs provide a learning space. Namely, these do not merely establish scaffolding for beginners, nor do they allow students to learn from multiple perspectives or receive support from advanced students. They also create a relatively learner-centered environment that allows students to learn at their own pace (Yang, 2009). However, in my view, if the information that the students are learning is incorrect, then all of the students are being misinformed. Obviously, the spreading of misinformation is self-governed within the community, and it’s the responsibility of people adding hyperlinked material to ensure that the material doesn’t contain misinformation.
Last but not least argument that speaks for the use of blogs in education concerns the fact that blogs might serve as a link between formal and non-formal education, where students learn to learn by themselves (Lissina, 2010). Moreover, the results of Anna Lindh Euro-Mediterranean forum show that such social media tools as blogs may provide major access to educational materials and establish the environment for dialogue between the countries across the North and South of Europe (Lissina, 2010). It should also be noted that in this virtual classroom teachers will switch their roles to trainer’s positions and the majority of learning process will be done by learners themselves, which will provide them with extra competence of ‘learning by learner’ ( Salto - Youth ).
Limitations of blogs
While this paper argues the advantages of blogs in the area of reflection, it is necessary also to examine the limitations of blogs.
First limitation examined in this paper concerns students’ own perceptions of blogs. The problem is that many students do not see the educational or reflective benefits of reading others blogs. Rather they perceive a blog as an account of events (Hanlon, 2009, pp. 6-7). Therefore it is questionable how many students would use a blog for reflection if not instructed to do so. According to Hanlon (2009) although reflection had a positive effect on students learning performance it seemed to be higher ability students that embraced reflection. This again reiterates that critical reflection is a difficult skill and many scaffolds are required , in particular , to help those students of weaker ability. (Hanlon, 2009, pp. 6-7)
Secondly, it can be said that one of the major concerns of blogs’ usage for teaching classrooms is the anonymity on the Internet. According to the survey collected from the student teachers carried out by Yang (2009), the issue of revealing identity on the Internet remained a concern during the whole semester. Namely, students did not like having to criticise a peer’s reflection, fearing it would damage friendships. Students are without doubt more comfortable with critiquing themselves than others, and therefore they must be taught how to give constructive criticism rather than just criticise (Yang, 2009). Therefore students need to be in an environment that they feel respected and safe in order for them to openly reflect. It is the role of the instructor to create a positive and guided structure for successful reflection.
Thirdly, however, although blogs facilitate critical reflection, the instructors’ role is paramount to its success . In all cases of blogs’ usage teachers are provided with additional workload and require extra time after classes to complete the tasks that will lead to successful use of blogs in EFL studies. The learner needs to be guided and through the process. Whipp (2003) found that without scaffolds in place only 17% of students participated in critical reflection when using an online discussion board. However with the use of appropriate questioning, critical readings, and classroom discussion and feedback in regards to the quality of the students’ reflections, the figure rose to 50%. Yang (2009) also found that instructors had to post questions to the learners to encourage further reflection in order to raise participants’ critical reflection. Furthermore the instructors wrote their own critical reflections serving as role models to demonstrate to what extent critical reflection can lead to more thinking (Hanlon, 2009, pp. 5–6).
Having tried to use numerous working platforms or several programmes that enabled collaborative work on the word document (e.g. google wave, zoho , google docs), I have personally experienced the fact of difficulty to make it possible to make people of different age become accustomed with the system. Moreover, half of the working time was dedicated to ‘discovering’ the features myself and then guiding colleagues. As a matter of fact, the time that left was too few and, as a rule , group of collaborators arrived at conclusion that neither working platform was ideal enough to correspond to all the needs. Thus, what appears to me, there is the same problem with any kind of technological application on the web once you come across a thought of implementing it in your lessons. You firstly, need to consider the possibility (equipment, school funding, affordability for each student personally). Then you should test it yourself, then pay a considerable amount of time explaining and ‘guiding’ the pupils to make them understand the goal you have in mind and then maintain the welcoming and safe environment throughout the whole blogging process.
In other words it means that in order to provide the higher quality of students’ reflections, teachers must always keep ‘an ear to the ground ’ and constantly take part in discussions, which means twice as more extra reading to do. However, in my view, such a work model has a huge potential especially for the ones who only start teaching (e.g. teaching assistants, young specialists ) since I strongly believe that blogs provide an immediate and the least formalized form of feedback which is crucially essential especially on the initial stages of teaching career.
Research Methods
In terms of methodology this MA project falls to the category of quantitative research. It will advocate the use of quantitative methods, seek facts of causes of social phenomena without regard to the subjective states of the individuals. It will have an obtrusive and controlled measurement of data. The main focus will be on verification of data, confirmation. The hypothesis will be directed at finding out whether the impact of blogs tends to have a positive effect on the field of EFL learning. Also, since there is an established hypothesis it automatically means that method will be deductive.
Apparently, this research will be ooutcome-oriented as the findings obtained throughout the investigation will be further compiled in a form of booklet with review of best practices to serve as a ready-to-use material for EFL teachers, trainers, educators and other workers in the field. It is assumed that I will have an opportunity to conduct multiple case studies in different classrooms with students of different backgrounds and age range. The data will be collected experimentally, the analysis will be interpretive. Choosing the paradigm of research methodology, the method matches with experimental-quantitative-interpretive with experimental design, quantitative data and interpretive analysis (Nunan, 1992, pp. 4–6). It will also have the statistical data which will further prove to stand either for or against my hypothesis. Due to the fact that thesis is on its very first stage and it is impossible to foresee the step-by-step progression of the study, there is a problem with logical aspect of experimental research. However, it is clear that in order for an experimental research to be of high-quality, one must have a clear picture of all the key characteristics that must be exhibited in it ( Brown & Adler, 2008). Naturally, to be correct in terms of representativeness and typicality of data I should collect it from different individuals and classrooms. If I decline this fact, the project may result being poor in terms of internal validity. Additionally, there might occur a problem with internal reliability . Thus, I must find a a partner to compare results of survey on efficiency of communication technologies in EFL lessons. In case my research fails in terms of external reliability, it will mean that it is not valid either. I am also considering to carry out an action research since it suits me more in terms of its descriptions and conditions . Apparently, I will conduct a research conducted in various classrooms without involving others which will be aimed at increasing our understanding of the phenomena and also concern the change of our pedagogical patterns in terms of increasing the amounts of learning platforms and dimensions outside classrooom, but also internet.
CONCLUSION
The purpose of the current study was to determine the extent to which blogs can be used for teaching English as a foreign language. The study has shown that the potential of blogs is great and that these tools might even change learning patterns, give rise to new learning opportunities.
This paper has given an account of the advantages and disadvantages concerned with the practice of using blogs in teaching English. It has been argued that although blogging used for teaching might turn out to be too time-consuming a process and problematic in various areas , it is a successful tool for young teachers and the ones on the earliest stage of their teaching careers.
In addition, this assignment has given a general overview of various research methods that are going to be used for the production of this research project. Naturally, there has been a great development in the strategic planning of methodology of future MA thesis. It is clear which steps author plans to take in order to produce a high-quality paper. Obviously there is a number of problems that seem to cause difficulties in practical part of paper. However, once it comes to reality , the solutions are expected to be found easier .
REFERENCES
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Brown, J.S.& Adler, R.P. (2008). Minds on Fire : Open Education, the Long Tail, and Learning 2.0. Educause Review, 43 (1), 16–32.
Godwin-Jones, B. (2003). Emerging technologies: Blogs and wikis: Environments for on-line collaboration.
Language Learning & Technology, 7 (2), 12–16.
Hanlon, P. O. (2009). Running head: Blogs and their Potential to Facilitate Critical Reflection. Technology and Learning Literature Review, 1–10.
Lissina, L. (2010). Education, Intercultural Learning and Youth. Trajectory@'s Blog. Available at http://www.trajectorya.ee/?page_id=132 , accessed June 11, 2010.
Matheson, D. (2004). Weblogs and the epistemology of the news: Some trends in online journalism. New Media & Society, 6 (4), 443–468.
Nunan, D. (1992). Research Methods in Language Learning. Cambridge University Press.
SALTO-YOUTH Inclusion Resource Centre . (2007). Making Waves, 56–58.
Whipp, J. (2003). Scaffolding critical reflection in online discussions: Helping prospective
teachers think deeply about field experiences in urban schools . Journal of Teacher
Education, 54, 321–333.
Yang, S.-H. (2009). Using Blogs to Enhance Critical Reflection and Community of Practice. Educational Technology & Society, 12 (2), 11–21.
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