آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 108 |
| تعداد مقالات | 1,228 |
| تعداد مشاهده مقاله | 1,147,105 |
| تعداد دریافت فایل اصل مقاله | 1,006,026 |
The Role of Dialogic Blogs in Learners' Writing Achievement | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 5، دوره 7، شماره 2، آذر 2019، صفحه 47-60 اصل مقاله (285.85 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2019.26481.1127 | ||
| نویسندگان | ||
| Mahnaz Moayeri* 1؛ Davood Mashhadi Heidar2 | ||
| 1PhD Candidate of TEFL, Department of English Language, Tonekabon Branch, Islamic Azad University, Tonehabon, Iran | ||
| 2Associate Professor of TEFL, Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran | ||
| چکیده | ||
| The present review article discusses the significant role of technology, particularly blogging, in the development of the writing skill. Similar to the conventional classroom teaching, practitioners and researchers view blogs as tools for constructing grammar and writing skills and dispersing knowledge. In spite of the fact that learning through blogs can advance higher development of identity and bring about collaboration and social interaction, it can offer higher opportunities for learners to represent and express themselves, fostering the skills to develop and build their own community(Love, 2004; Spangenberg, 2004). Blogging is not presumed to be a substitution for conventional classroom writing pedagogy, neither just an issue of delivering classroom writing into digital space of the 21st Century, but,instead, it is writing in an innovative way that cultivates, among learner bloggers, a strong interest to write for the aim of communication and expression. Theadvantages of blogs, specifically in comparison to other technological advances such as discussion boards, are overviewed in this article. Besides, the relevant empirical investigations that have endeavored to explore the role of blogging in the cultivation of writing and learners’ attitudes towards it are presented. Considering that the majority of research studies have pinpointed the potential of blogging in writing development, it is suggested that teachers use models to familiarize their learners with blogging prior to actively using it in their writing classes. | ||
| کلیدواژهها | ||
| Blogging؛ Writing skill؛ Technology؛ Learner attitude؛ and Innovative practice | ||
| مراجع | ||
|
Baker, E. (2000). Integrating literacy and tool-based technologies: Examining the successesand challenges. Computer in the Schools, 16(2), 73-89.
Barrios, B. (2003).The year of the blog: Weblogs in the writing classroom. Retrieved May 17, 2018, from http://www.bgsu.edu/cconline/barrios/blogs/index.html
Biesenbach-Lucas, S., Meloni, C., &Weasenforth, D. (2000). Use of cohesive features in ESL students’ email and word-processed texts: A comparative study. Computer Assisted Language Learning, 13(3), 135–165.
Bloch, J. (2002). Student/Teacher interaction via e-mail: The social context of Internet discourse. Journal of Second Language Writing, 11(2), 117–134.
Boyd, D.M., & Ellison, N.B. (2008). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210-230.
Braine, G. (2001). A study of English as a foreign language (EFL) writers on a local-area network (LAN) and in traditional classes. Computers and Composition, 18, 275–292.
Cairney, P. (2007). Weblogs and discourse: Weblogs as a transformational technology for higher education and academic research. Paper presented at the annual meeting of the Blogtalk Conference Vienna.
Campbell, A. P. (2004). Learner attitudes towards a tutor-run weblog in the EFL university classroom.Retrieved May, 14, 2018, from http://www8.ocn.ne.jp/%7Eapc33/newtanuki.htm
Chu, S. K. W., Chan, C. K. K., & Tiwari, A. F. Y. (2012). Using blogs to support learning during internship.Computers & Education, 58(3), 989-1000.
Daniels, A. (2004). Composition instruction: Using technology to motivate students to write. Information Technology in Childhood Education Annual, 16(1), 157-177.
Dede, C., Korte, S., Nelson, R., Valdez, G., & Ward, D. (2005).Transforming education for the 21st Century: An economic imperative. Chicago, IL: Learning Point Associates.
Elbow, P. (1991). Reflections on academic discourse: How it relates to freshman andcolleagues. College English, 53, 135–155.
Englert, C.S., Manalo, M., & Zhao, Y. (2004). I can do it better on the computer: The effects of technology-enabled scaffolding on young writers’ composition. Journal of Special Education, 19(1), 5-22.
Flower, L., & Hayes, J. (1981).A cognitive process theory of writing.CollegeComposition and Communication, 32, 365–387.
Garcia, E., Moizer, J., Wilkins, S., &Haddoud, M. Y. (2019).Student learning in higher education through blogging in the classroom.Computers and Education, 136, 61-74.
Garner, R. (1990). When children and adults do not use learning strategies: Toward atheory of settings. Review of Educational Research, 60(4), 517-529.
Gonzalez-Bueno, M., & Perez, L. C. (2000). Electronic mail in foreign language writing: A study of grammatical and lexical accuracy, and quantity of language. Foreign Language Annals, 33(2), 189–198.
Gousseva-Goodwin, J. V. (2000). Collaborative writing assignments and on-line discussions in an advanced ESL composition class.Unpublished dissertation, The University of Arizona, Phoenix.
Hertel, J. (2003). Using and e-mail exchange to promote cultural learning. Foreign Language Annals, 36(3), 386–396.
Huang, C., & Liu, E. (2007).Applying the blog in an information literacy program inschool library setting: A Case study at Nan-Yang elementary school in Taichung.International Association of School Librarianship.Selected papers from the AnnualConference, 1-8.
Jesson, R. N., Parr, J. M., & McNaughton, S. (2013). The unfulfilled pedagogical promise of the dialogic in writing: Intertextual writing instruction for diverse settings. In K. Hall, T.Cremin, B. Comber, & L. Moll (Eds.), Handbook of research into children’s literacy, learning and culture (pp. 124-135). Wiley-Blackwell.
Kajder, S., & Bull, G. (2003). Scaffolding for struggling students: Reading and writing with blogs. Learning & Leading with Technology, 31(2), 32–35.
Kennedy, K. (2004). Blogs in academia: A brief overview. Paper presented at the annual meeting of the Conference on College Composition and Communication, SanAntonio.
Khezrlou, S. (2019). Form-focused instruction in CALL: What do learners think? RELC, 50(2), 235-251.doi: 10.1177/0033688217738820
Khezrlou, S. (2019). Task repetition and corrective feedback: The role of feedback types and structure saliency. English Teaching and Learning, 43(2), 213-233.
Khezrlou, S., Ellis, R., &Sadeghi, K. (2017).Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions.System, 65, 104-116. doi: http://dx.doi.org/10.1016/j.system.2017.01.009
Kim, N-Y. (2018). Voice blogging versus text blogging: effects of blogs on Korean EFL learners’ oral proficiency. Studies in English Language and Literature, 25, 175-197.
Knoy, T., Lin, S. J., Liu, Z. F., & Yuan, S. M. (2001). Networked peer assessment in writing: Copyediting skills instruction in an ESL technical writing course. Unpublished dissertation. Taiwan: National Chiao Tung University.
Kramsch, C., A'Ness, F., & Lam, E. (2000).Authenticity and authorship in the computer–mediated acquisition of L2 literacy.Language Learning and Technology, 4(2), 78–104.
Lacina, J., & Griffith, R. (2012).Blogging as a Means of Crafting Writing.The Reading Teacher, 66(4), 316-320.
Lai, M. K., & McNaughton, S. (2012). Analysis and discussion of classroom and achievement data to raise student achievement.In K. Schildkamp, M. K. Lai, & L. Earl (Eds.), Data driven decision making around the world: Challenges and opportunities (pp. 23-48). Netherlands: Springer.
Lapp, D., Wolsey, T.D., & Shea, A. (2012). “Blogging helps your ideas come out”: Remixing writing instruction + digital Literacy = Audience awareness. The California Reader, 46(1), 14-20.
Lee, L. (2010). Fostering reflective writing and interactive exchange through blogging in an advanced language course.ReCALL, 22(2), 212-227.
Lombardi, M.M. (2007). Authentic Learning for the 21st Century: An Overview. Educause Learning Initiative, 1-12. Retrieved May 2, 2018 from http://net.educause.edu/ir/library/pdf/eli3009.pdf
Love, M. A. (2004).Student and class blogging. Paper presented at the annual meeting of the Conference on College Composition and Communication, San Antonio, TX.
McGrail, E., & Davis, A. (2011).The influence of classroom blogging on Elementary student writing.Journal of Research in Childhood Education,25, 415-437.
Mills, K. A., & Chandra, V. (2011).Microblogging as a Literacy Practice for Educational Communities.Journal ofAdolescent and Adult Literacy, 55(1), 35-45.
Nelson, T., &Fernheimer, J. (2003). Welcome to the blogosphere: Using weblogs to create classroom community. Computer Writing and Research Lab, 1–15.
Oravec, J. A. (2002). Bookmarking the world: Weblog applications in education.Journal of Adolescent and Adult Literacy, 45(7), 616-621.
Perez, B. (2003). Becoming biliterate: A study of two-way bilingual immersion education.Mahwah, NJ: Lawrence Erlbaum Associates.
Read, S., & Fisher, D. (2006). Tapping into students’ motivation: Lessons from youngadolescents’ blogs.Voices from the Middle, 14(2), 38-46.
Reinhardt, J. (2019). Social media in second and foreign language teaching: Blogs, wikis, and social networking. Language Teaching, 52(1), 1-39.
Sadeghi, K., Khezrlou, S., &Modirkhameneh, S. (2017).CALLing Iranian learners of L2 English: Effect of gloss type on lexical retention and academic reading performance under different learning conditions.Journal of Research in Reading, 40(1), 66-86.
Spangenberg, L. L. (2004). Teaching and learning through blogs. Paper presented at theannual meeting of the Conference on College Composition and Communication,San Antonio, TX.
Specht, D. (2019). The issue of blogging: Using visual network analysis to go beyond self-reporting studies of blogging. Journal of Learning and Teaching in Digital Age, 4(2), 10-24.
Taki, S., &Jafari, S. (2017).The impact of Mnemosyne computer software on Iranian EFL learners’ vocabulary learning.Journal of Applied Linguistics and Applied Literature: Dynamic and Advances, 5(2), 101-111.
Vygotsky, L.S. (1981). The genesis of higher mental functions. In J.V. Wertsch (Ed.),Theconcept of activity in soviet psychology (pp.144-188). Armonk, NY: M.E. Sharpe.
Wang, W., & Wen, Q. (2002). L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers. Journal of Second Language Writing, 11(3), 225–246.
Ward, J. (2004) Blog assisted language learning (BALL): Push button publishing for the pupils. TEFL Web Journal, 3(1). Retrieved May 16, 2018 from http://www.citeulike.org/group/378/article/327972
Warschauer, M. (1996).Comparing face-to-face and electronic communication in the second language classroom.CALICO Journal, 13(2), 7–26.
Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge:CambridgeUniversity Press.
Wrede, O. (2003). Weblogs and discourse: Weblogs as a transformational technology for higher education and academic research. Paper presented at the annual meeting of the Blogtalk Conference Vienna.
Wresch, W. (1993). The effect of writing process software on student success: A research summary. Journal of Computing in Higher Education, 5(1), 102–110.
Xie, Y., Ke, F., & Sharma, P. (2008). The effect of peer feedback for blogging on college students’ reflective learning processes. The Internet and Higher Education, 11(1), 18-25.
| ||
|
آمار تعداد مشاهده مقاله: 710 تعداد دریافت فایل اصل مقاله: 395 |
||