Journals About Teaching Learning with ICT (1)

Using Blogs in The Foreign Language Classroom: 

Encouraging Learner Independence

by:
Kathleen Pinkman

Kwansei Gakuin University, Japan

The JALT CALL Journal 2005 [Vol. 1.1]

Abstract

This small scale action research study explores how the author incorporated a blog project into an integrated-skills foreign language class in a Japanese university. This project was an out-of-class project aimed at motivating students to take advantage of authentic environments outside the classroom in order to practice language skills and communicate with others. This study seeks to determine the usefulness of using blogs in the foreign language classroom, and to assist foreign language professionals interested in developing learner independence in their own learners by using this relatively new computer-based learning forum. Data were collected from learners through questionnaires and interviews conducted at the end of the term. At this time, learners were asked to reflect on their attitudes about the blog project and how it aided them in practicing English out of the classroom. Findings suggest 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. There is also indication, however, that although the project helped to improve reading and writing skills, some learners were more interested in developing oral communication skills not directly addressed in the blog project. The findings also suggest that learners who participated in the blog project were interested in continuing to blog even after the semester finished. Further research needs to focus on whether or not learners did indeed continue using this resource after the course ended, and in which foreign language courses this project is most suitable.

Blogs in English language teaching and learning: 

Pedagogical uses and student responses

 by:

Brad Blackstone

National University of Singapore

John Spiri

Tokyo University of Agriculture and Technology

Naeko Naganuma

Akita International University

Reflections on English Language Teaching, Vol. 6, No. 2, pp. 1–20

Abstract

This paper reports on an innovative approach to the implementation of a cycle of blogging activities within different levels of courses in an English for academic purposes/composition program in an English medium university in Japan. Blogs, which are interactive homepages that are easy to set up and manage, enable students to engage in online exchanges, thereby expanding their language study and learning community beyond the physical classroom. Regular blogging also encourages more autonomous learning. When a student’s audience includes his or her classmates, the teacher and potentially anyone with an internet connection, motivation to engage in meaningful written communication appears to increase. At the same time, when a teacher utilizing blogs implements a “blogging buddy” system, which assigns each student a peer review partner to help with editing before a piece of writing (the blog post) is uploaded, the result can be an effective means of facilitating greater learner interaction and reflection on skills development. Findings from an attitudinal survey conducted over two semesters with eleven classes of 145 students demonstrate that they had extremely positive attitudes toward both blogging and the blogging buddy system.

 Integration of Information Technology in Teaching Learning Process

by:

Shamsha Emanuel

Lecturer, Waymade College of Education

Vallabh Vidyanagar, Anand 388120, Gujarat

Abstract

The incorporation of technology into teaching and research is one of the most important challenges for education today. It is time to move beyond the walls of our classrooms to join forces with other institutions and societies to revitalize education. The present paper focuses on the use of technology in teaching learning process that will greatly contribute to meet student needs for learning anywhere, anytime.