Blog-Assisted Learning in the ESL Writing Classroom: A Phenomenological Analysis

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機構典藏 > College of Foreign Languages and Literature > Graduate Institute & Department of English > Journal Article > Item 987654321/96566

Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/96566

Title:	Blog-Assisted Learning in the ESL Writing Classroom: A Phenomenological Analysis
Authors:	Lin, Ming Huei;Groom, Nicholas;Lin, Chin-ying
Contributors:	淡江大學英文學系
Keywords:	Classroom blogging;Blog-assisted language learning;ESL writing;Phenomenological analysis
Date:	2013-01
Issue Date:	2014-03-10 10:45:40 (UTC+8)
Publisher:	Palmerston North: International Forum of Educational Technology & Society
Abstract:	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.
Relation:	Educational Technology & Society 16(3), pp.130-139
DOI:	無
Appears in Collections:	[Graduate Institute & Department of English] Journal Article

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