Using weblogs in foreign language classrooms
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For decades, theories of foreign language learning have shifted from cognitive to social perspectives, emphasizing input, interaction, authentic contexts, and collaboration. These attributes are shared by Web 2.0 tools like weblogs. Weblogs are free, user-friendly websites that are easily created and updated without HTML knowledge, offering opportunities for innovative learning. They allow individual ownership, reverse chronological posting display, archiving, and relevance by uploading course-related content to promote interactions. Weblogs are also accessible long-term without physical meetings. They can enhance interactivity and give equal participation chances to motivate contributions. Weblogs have been used in foreign language classes in various ways by tutors, learners, and as class blogs, with advantages like
![Using Weblogs in Foreign Language Classrooms: Possibilities
and Challenges
Theoretical Justification of Using Web 2.0
For last decades, significant theoretical paradigm
shift have been occurring in the field of foreign language
learning. The focus of research and pedagogy has shifted from a
cognitive orientation to a social orientation, from classroom
contexts to naturalistic settings, and from L2 learning to L2 use
[1]. Together with these changes, concepts such as input,
interaction, authenticity, and collaboration are recognized as
critical factors to determine successful foreign language learning.
Furthermore, negotiation of meaning in authentic contexts is
considered as an imperative for language learning to occur.
Interestingly, this paradigm shift in foreign language learning
shares many of the fundamental attributes of Web 2.0 such as
collaboration, participation and sharing.
Characteristics of Weblogs
Weblogs, defined as free user-friendly websites that are
easily created, maintained, and updated without any knowledge
of HTML, offer huge possibilities for innovative learning in
classrooms, across disciplines and in various levels.
- Weblogs vs other Asynchronous Web-Based Communication
Tools](https://image.slidesharecdn.com/usingweblogsinforeignlanguageclassrooms-180117203008/85/Using-weblogs-in-foreign-language-classrooms-1-320.jpg)
Using weblogs in foreign language classrooms
- 1. Using Weblogs in Foreign Language Classrooms: Possibilities and Challenges Theoretical Justification of Using Web 2.0 For last decades, significant theoretical paradigm shift have been occurring in the field of foreign language learning. The focus of research and pedagogy has shifted from a cognitive orientation to a social orientation, from classroom contexts to naturalistic settings, and from L2 learning to L2 use [1]. Together with these changes, concepts such as input, interaction, authenticity, and collaboration are recognized as critical factors to determine successful foreign language learning. Furthermore, negotiation of meaning in authentic contexts is considered as an imperative for language learning to occur. Interestingly, this paradigm shift in foreign language learning shares many of the fundamental attributes of Web 2.0 such as collaboration, participation and sharing. Characteristics of Weblogs Weblogs, defined as free user-friendly websites that are easily created, maintained, and updated without any knowledge of HTML, offer huge possibilities for innovative learning in classrooms, across disciplines and in various levels. - Weblogs vs other Asynchronous Web-Based Communication Tools
- 2. As a commonly used asynchronous web-based communication tool, weblogs share some similar features with other asynchronous communicative applications such as email, discussion forums, and web pages. -Unique Features of Weblogs - Individual ownership - Updates displayed in reverse chronological order - Archival of postings - Relevance: Weblogs allow teachers and learners to upload content relevant to their courses and promote student- teacher, student-student, and student-others interactions about the postings. - Accessibility: Weblogs are accessible to whoever is interested in making contributions in a relatively long period of time without moving physically or attending face- to-face classes - Interactivity: Weblogs can be accessible to other blogs through a list of links to selected blogs, or an RSS feed enables bloggers to subscribe to other blogs and monitor their activities. - Interest: Weblogs give students equal chances to participate, which have the potential to enhance learners’ voluntary contributions
- 3. Using Weblogs in Foreign Language Classrooms Weblogs have been used in many foreign language classrooms in different ways. - Possibilities and Challenges of Tutor Weblog Tutor weblogs are a platform for communication between teachers and students and among teachers. - Possibilities and Challenges of Learner Weblog - Possibilities and Challenges of Class Weblog Advantages and Disadvantages of Using Weblogs Advantages - Weblogs provide an authentic learning environment for real communication. Since the audience of the writing is not limited to the teacher but extends to peers and people beyond the classroom, weblogs can raise students’ awareness of audience. - Weblogs function as online learning logs where learners record their learning experience. For teachers, this function can be used as e-polio that record learners’ progress and encourage learners to reflect on their learning experience. - Weblogs enable learners to create social networks and learning communities where they can interact and
- 4. communicate their opinions and ideas. This collaboration can motivate learners to improve their writing skills. Disadvantages - Teachers should respond to students’ posting quickly, asking questions about their postings to stimulate them to keep writing. - Students should be actively encouraged to read and respond to their peers. - Writing to the blog could be required as part of the class assessment. Students should be encouraged to post their writing homework on the blog instead of only giving it to the teacher.