Weblog Promotes ESL Learners’ Writing Autonomy
Today, we observe widespread application of the internet, both synchronous and asynchronous communication, by educators in many worldwide classes. Weblog (blog or web log) can be one of the instructional and integral components for ESL instructors. By applying interview and observation, this study r...
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| Published in: | Journal of language teaching and research Vol. 4; no. 5; p. 994 |
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| Main Authors: | , , |
| Format: | Journal Article |
| Language: | English |
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London
Academy Publication Co., LTD
01.09.2013
Academy Publication Co., Ltd |
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| ISSN: | 1798-4769, 2053-0684 |
| Online Access: | Get full text |
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| Abstract | Today, we observe widespread application of the internet, both synchronous and asynchronous communication, by educators in many worldwide classes. Weblog (blog or web log) can be one of the instructional and integral components for ESL instructors. By applying interview and observation, this study reports on ESL students' experience and perceptions in applying weblog throughout a semester in a writing class in Malaysia. Besides, this study examined the effect of using Weblog on students' writing autonomy. The findings revealed that students enjoyed the process of publishing their writings, and exchanging their experience in the weblog. Students also acknowledged weblog as a tool which provides more opportunities to publish their writing freely, extend their interaction with their peers outside the class setting, be able to publish and share interesting videos, have the chance to look for the appropriate materials in the World Wide Web (WWW) and check their sentences in the Google simultaneously. Students enjoyed some features in weblog which cannot be found in conventional modes of teaching and learning, such as experiencing unlimited time and place, more independency and freedom in publishing and exchanging comments. With the empirical data presented in this study, weblog can be applied as a suitable instructional tool to promote autonomy among language learners. Index Terms--ESL, computer-mediated communication (CMC), weblog, writing skills, autonomy, social interaction |
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| AbstractList | Today, we observe widespread application of the internet, both synchronous and asynchronous communication, by educators in many worldwide classes. Weblog (blog or web log) can be one of the instructional and integral components for ESL instructors. By applying interview and observation, this study reports on ESL students' experience and perceptions in applying weblog throughout a semester in a writing class in Malaysia. Besides, this study examined the effect of using Weblog on students' writing autonomy. The findings revealed that students enjoyed the process of publishing their writings, and exchanging their experience in the weblog. Students also acknowledged weblog as a tool which provides more opportunities to publish their writing freely, extend their interaction with their peers outside the class setting, be able to publish and share interesting videos, have the chance to look for the appropriate materials in the World Wide Web (WWW) and check their sentences in the Google simultaneously. Students enjoyed some features in weblog which cannot be found in conventional modes of teaching and learning, such as experiencing unlimited time and place, more independency and freedom in publishing and exchanging comments. With the empirical data presented in this study, weblog can be applied as a suitable instructional tool to promote autonomy among language learners. Index Terms--ESL, computer-mediated communication (CMC), weblog, writing skills, autonomy, social interaction [...]the ideal learning atmosphere for digital learners is a rich learning environment that allows and supports learners to gain knowledge collaboratively and independently, disregarding their ideal learning styles (Maesin, Mansor, Shafie, & Nayan, 2009). Since digital-age learners demand an active learning experience which is social, participatory, and is fostered by rich media, curriculum is expected to cater for different students' needs; in the meanwhile encourage them to control over their learning process. According to Chapelle (2001), online language learners have laid-back access to supportive tools such as: online dictionaries, word processors, and the Internet information; consequently they develop interdependency of the teacher and are persuaded to manage their own learning to a certain extent. [...]they believed that weblog was a good medium to improve their language proficiency in reading and writing. The results of this research supported Cole's framework and proved that incorporating CMC tools, including weblogs, are valuable to support language learners in promoting their autonomy. Since these online tools assist language learners to look for their own materials and correct their sentences by their own efforts; therefore, it is believed that language learner have the capacity to gradually narrow their dependency to their teacher or their peers, and consequently find themselves responsible for their own learning. |
| Audience | Academic |
| Author | Foroutan, Maryam Noordin, Nooreen Hamzah, Mohd Sahandri Gani bin |
| Author_xml | – sequence: 1 givenname: Maryam surname: Foroutan fullname: Foroutan, Maryam – sequence: 2 givenname: Nooreen surname: Noordin fullname: Noordin, Nooreen – sequence: 3 givenname: Mohd Sahandri Gani bin surname: Hamzah fullname: Hamzah, Mohd Sahandri Gani bin |
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| Cites_doi | 10.1103/PhysRevLett.89.185003 |
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| Snippet | Today, we observe widespread application of the internet, both synchronous and asynchronous communication, by educators in many worldwide classes. Weblog (blog... [...]the ideal learning atmosphere for digital learners is a rich learning environment that allows and supports learners to gain knowledge collaboratively and... |
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| Title | Weblog Promotes ESL Learners’ Writing Autonomy |
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