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 from a of foreign language learning. The focus of research and pedagogy
has shifted 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
Web-based foreign language
learning started back in early 90s, but it had limited benefits since it was
mainly based on Web 1.0 which is characterized as non-participatory, static,
read-only entity. In contrast, Web 2.0 technologies provide environments
where users can communicate and collaborate in active manners. Two major
features that distinguish Web 2.0 from Web 1.0 are the platform-based usage of
the internet, harnessing of collective intelligence, and rich user experiences.
Thus, web 2.0 technologies such as weblogs, podcasts, wikis, and YouTube
provide language learners with the potential for a collaboration-oriented and
community-based learning environment. Among these innovative Web 2.0 technologies, weblogs
are best received in field of education in general and foreign language
education owing to their unique features.
Web 1.0 vs. Web 2.0
Web
1.0
|
Web
2.0
|
Web as
Read-only
|
Web as
Read-Write
|
Web as
Medium
|
Web as
Platform
|
Web of
geeks and techies
|
Web of
anyone willing to try
|
Web as
Broadcast
|
Web as
Conversation
|
Web as
Static
|
Web as
Dynamic
|
Characteristics
of Weblogs
1. Weblogs vs. other Asynchronous
Web-based Communication Tools
As
a commonly used asynchronous web-based communication tool, weblogs share some
similar features with other asynchronous communicative application such as
email, discussion forums, and web pages. Weblogs can be view by anyone on
the web and weblogs are also different that they are individually or group owned.
Weblogs can easily include hyperlinks, images and video clips while the forum
mainly consists of plan texts or attached files.
2. Unique Features of Weblogs
Weblogs typically share the following features:
-Individual
ownership
-Updates
displayed in reverse chronological order.
-Archival
of postings
These
unique features of weblogs have various characteristics that attract language
educators and learners.
-Relevance
-Accessibility
-Interactivity
-Interest
With
these characteristics, weblogs not only facilitate exchanging information
and expanding communication but also provide learners with possibilities to
enhance their language learning.
Using
Weblogs in Foreign Language Classrooms
Table 2. Weblog Types
Type of Weblog
|
Characteristice
|
Tutor
Class
Learner
|
-administered by
the instructor.
- encouraged
learners to do reading practice and explore links for self-study.
- administered by
the entire class.
- encourages
learners to post messages, images and links pertinent to classroom discussion
topics. -administered by the learner.
-encourages
individual learners to post their thoughts about the reading.
|
1. Possibilities and challenges
of Tutor Weblogs
A tutor weblogs are a platform for communication between teacher and students
and among teachers.
2. Possibilities and challenges of Learner Weblogs
Since the learner weblogs usually
function as 'online journal that an individual can continuously update with his
or her own words, ideas, and thoughts’.
3. Possibilities and challenges of Class Weblogs
Since
class weblog are managed with collaborative efforts between students and
teacher it can be used as an effective way to foster a feeling of community
among the members of a class.
Advantages
and Disadvantages of Using Weblogs
Weblogs
are asserted to have several significant advantages for learning foreign
languages.
-
Weblogs
provide an authentic learning environment for real communication.
-
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.
-
Weblogs
enable learners to create social networks and learning communities where
they can interact and communicate their opinions and ideas.
Various
studies have reported positive effects of using weblogs on the development of
learner’s writing skills. Using weblogs in foreign language classrooms:
-
Enhances
reading comprehension, improves students’ writing skills and abilities.
-
Develops
writing and learning strategies.
-
Has
a positive impact on the content and increases the amount of writing of
learners.
-
Make
students pay close attention to the formal aspects of writing.
-
The
opportunity to write freely without being judge for their grammatical mistakes.
-
Develops
ideas and provide feedback for the authors.
-
Enhances
student analytical and critical thinking skills.
-
Increases
student motivation in reading and writing skills.
On
the other hand , It is difficult to keep students’ interesting in blog-based
task. If learners are not encouraged, blogs can quickly be forgotten. In order
for weblog to work best, teachers guided learners to from the habit of using
them.
-
Teachers
should respond to students’ posting quickly.
-
Students
should be actively encouraged to read and respond to their peers.
-
Writing
to blog could be required as part of the class assessment.
