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    請使用永久網址來引用或連結此文件: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/96566

    題名: Blog-Assisted Learning in the ESL Writing Classroom: A Phenomenological Analysis
    作者: Lin, Ming Huei;Groom, Nicholas;Lin, Chin-ying
    貢獻者: 淡江大學英文學系
    關鍵詞: Classroom blogging;Blog-assisted language learning;ESL writing;Phenomenological analysis
    日期: 2013-01
    上傳時間: 2014-03-10 10:45:40 (UTC+8)
    出版者: Palmerston North: International Forum of Educational Technology & Society
    摘要: This study explores the experiences of a group of Taiwanese ESL student writers on a course of study that used a blog-assisted language learning (BALL) methodology. Data from in-depth interviews with eight participants were studied qualitatively using a phenomenological method of analysis. Participants' blogging activities were found to be inhibited by low L2 proficiency levels, by feelings of anxiety and embarrassment about possible peer reactions to their work, and by the slow pace at which completed compulsory blogging tasks were completed. It is argued that these findings help to explain the observation made in a number of previous studies, that second language writing students are enthusiastic about BALL in principle, but are not motivated to engage voluntarily in second language blogging activities in practice. The paper concludes by offering suggestions for ameliorating the problems identified in our analysis, and by identifying avenues for further research.
    關聯: Educational Technology & Society 16(3), pp.130-139
    顯示於類別:[英文學系暨研究所] 期刊論文


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