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

Authors

  • Vu Phi Ho Pham Van Lang University
  • Ngoc Hoang Vy Nguyen Van Lang University

Keywords:

E-Peer Feedback, Global and Local Areas, Peer Response, Revision, Writing quality

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.

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Published

2020-10-31

How to Cite

Pham, V. P. H., & Nguyen, N. H. V. (2020). Blogging for Collaborative Learning in the Writing Classroom: A Case Study. International Journal of Education and Technology, 2(1), 1-11. Retrieved from https://www.phamho.com/articles/index.php/ijet/article/view/1

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