Blogging as L2 Writing: A Case Study

Kimberly M. Armstrong · Oscar Retterer

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EFL/ESL Teaching and Learning English Language Learning and Teaching Educational Technology in Learning

Abstract

Weblogs—personal online, web-based publications—have exploded on the internet scene in recent years. They are among the technologies indicating changes in the way information is created, managed, and exchanged. This study examined the use of a blog in an intermediate level Spanish class and its effect upon students. Could blogging provide an opportunity to help students become more actively immersed in a foreign language over the course of a semester? Would students write more using a blog than in traditional course? Would students feel more confident writing in a foreign language because they were writing weekly?

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1965Grammatical structures written at three grade levels 2003Exploring the Dynamics of Second Language Writing 1980T-Unit Analysis in Second Language Research: Applications, Problems and Limitations

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2022The Role of Digital Technologies to Promote Collaborative Creativity in Language Education 2022Digital affordances and teacher agency in the context of teaching Chinese as a second language during COVID-19 2012Examining the effectiveness of extensive speaking practice via voice blogs in a foreign language learning context 2015Voice blogging and L2 speaking performance 2021Effects of computer-mediated collaborative writing on individual EFL writing performance 2023The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners 2014The Effect of Target Language Use in Social Media on Intermediate-level Chinese Language Learners’ Writing Performance 2015The Effects of Blog-supported Collaborative Writing on Writing Performance, Writing Anxiety and Perceptions of EFL College Students in Taiwan

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