Blogging for Collaborative Learning in the Writing Classroom: A Case Study

Abstract

The primarily qualitative analysis reported in this paper is to investigate how the students, in a student-centered pedagogical focus, perceive their own learning progress in peer feedback activities, including the effectiveness of the use of blogs for epeer responses in an L2 writing class.Thirty-two second year Vietnamese students at auniversity in HoChiMinh City participated in a 15-week writing course. Data collection was from the 20-item questionnaire and eight semi-structured interviews. Results of the study revealed that when students perceived good progression in their writing skills when they got involved in e-peer feedback on the blog and their writing was longer after revisions. In addition, the students highly evaluated the use of blogs for e-peer feedback activities because of its usefulness and effectiveness.