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Abstract
This paper looks at the use of weblogs (blogs) in second language learning. It will define what a blog is, examine the technical skills and equipment necessary to use them, and look at different ways in which they can be used in the second-language learning process.
It will also highlight some advantages and disadvantages of blogs and examine their future potential.
What is a blog?
A blog is a type of on-line journal that may be continually updated by its creator (Campbell, 2003). There are a number of features that define a blog:
• regularly updated
• organized chronologically
• allows users to comment on entries
• contains links to other websites
• doesn’t require knowledge of HTML
• may allow decentralized access (Ward, 2004)
Blogs differ from regular websites in a number of ways. Blogs are generally more dynamic than websites since they are regularly updated, and contain feedback in the form of comments from visitors. Barret (1999) writes that blogs also differ in terms of their audience - personal websites are usually produced with ones family and friends in mind, whereas blogs are produced for an audience, he says they are “an interactive extension of who you are” (¶. 8).
Technology
The equipment and know-how required to set up a blog is minimal. There are now many sites offering free blogging software that allow any user with basic computer literacy and an Internet connection to set up a blog and start publishing within minutes.
A few of the more popular sites include:
http://www.blogger.com/
http://www.diaryland.com/
http://www.pitas.com/
http://www.blog-city.com
http://www.upsaid.com/
http://www.webcrimson.com/
Teachers setting up blogs for their students should carefully decide on the features they want and ensure that the software matches their requirements. Johnson (2004) provides an example of how he came to a decision about the type of software he chose for a writing course.
Types
Campbell (2003) sets out three types of blogs that may be of use to second language teachers -
• The tutor blog - this is written and published by the teacher and may provide information about classes to students, homework tasks, useful weblinks, a forum for discussion, and even elf-study exercises that can be submitted via the comments facility.
• The learner blog - this is written and published by individual learners, or by small groups of learners in collaboration. The blog content may be left to the students to decide, or it may involve completing tasks set by the teacher
• The class blog - this is written and managed by the whole class. It requires decentralized access rights so that all users can add content from remote locations. The class blog can be useful for project-based learning, group discussions, or as a bulletin board.
Uses
Blogging technology is affordable and easy to set up, but is it really useful for second-language learning or is it just a gimmick?
Like all resources, its benefits to learners depend on how it is used, and this depends to a large extent on how it is set up by the teacher.
A number of teachers who have used blogs in the classroom suggest starting off slowly and not allowing users too much freedom in terms of content (Ward, 2004, Kennedy, 2003). They recommend setting goals for students, and encouraging students to publish regularly in order to form a habit. They also recommend allowing students more freedom regarding the appearance of their blog and would encourage students to personalize the look of their site.
As students become more familiar with blogging, activities can become freer and should even involve students setting their own goals and targets to encourage ownership, interest and motivation.
Ann Davis (2004) provides a useful list entitled “Ways to use weblogs in education”. The list includes different ways to use tutor blogs, learner blogs and class blogs.
Teachers also need to ensure that all users are fully able to use the technology required, and that if the students are being assessed, that they are aware of how this assessment will take place.
Advantages
Using blogs in the classroom has many advantages for students and teachers. Campbell (undated) mentions the following benefits
• They can provide a bridge between lessons, teachers can post materials that recycle and review vocabulary and topics presented during lessons.
• They can save the teacher time as information about schedule changes, homework assignments etc. may be posted on the blog rather than during class time.
Ward (2004) sets out the following
• Blogs provide a genuine audience
• The content is authentically communicative
• Content is process driven
• Content can be peer and teacher reviewed
• Blogs provide a forum that is not inhibiting
Johnson (2003) mentions that the chronological nature of blogs means that students are able to observe how their writing changes over time. Kennedy (2003) writes that blogs are advantageous since they provider opportunities for collaborative learning, and that they encourage feelings of ownership and responsibility.
Bunari (2004) writes about the usefulness of journal writing for students, citing the work of Kerka.
• Journal writing is less formal and students are able to write with fewer inhibitions
• Journal entries show real evidence of thought processes
• They are tools for developing critical analysis skills
Research by both Ward (2004) and Campbell (undated) has shown that most students find blogging a positive experience and believe that it helps them to improve their second-language skills.
Disadvantages
Ward (2004) points out that blogs should not be adopted without caution, there are a number of issues of concern to teachers that need to be addressed, including:
• They may encourage superficial reading and ‘sloppy’ writing (Wrede, 2003).
• Students may take everything they read in blogs and on links to be true, when a lot of it is just opinion
• If the blogs are on view to the public, students may receive hurtful criticism that may be demotivating.
Blogging Potential
Blogging as it stands can be a very useful tool for teachers and learners. It also has great potential to become even more useful. At the moment, the majority of blogs are text-based, but already, there are audio and video blogs. As connection speeds improves and technology falls in price, it will become increasingly easy for teachers and students to create audio and video blogs that will be able to help develop speaking and listening skills, as well as overall communicative competence.
RSS (Rich Site Summary/Real Simple Syndication) technology allows users to subscribe to the content of a website using a simple feed (this technology is already offered free with blogging software such as www.blogger.com). The potential uses of this are great as Richardson (2004) points out. Teachers are able to subscribe to their students’ blogs so they have access to any new entries without having to trawl through each student’s site. Students can subscribe to a ‘Homework’ feed so that any new assignments set will be sent straight to them. Students and teachers can also subscribe to useful sites such as CNN, the BBC and language learning sites.
Conclusion
Although still a relatively young form of publishing, blogging has established itself firmly and is an ever-growing presence on the web. I think it is a medium that can be very useful for second language learners as it provides a quick and simple way for students to publish work to an audience. It allows collaborative learning, and provides students with ownership and responsibility over their work.
It also has a great untapped potential to provide other benefits to the second language classroom.
Rory Davies June 2005
References
Barrett, C. 1999, Camworld: rants, more about weblog.
Retrieved June 7th, 2005, from
http://www.camworld.com/journal/rants/99/05/11.html
Barrios, B. 2003, The year of the blog: Weblogs in the writing classroom.
Retrieved June 5th, 2005, from
http://www.bgsu.edu/cconline/barrios/blogs/
Bunari, G. 2004, What is ..? Weblog in ELT: Publishing Your Thoughts. BRITISH COUNCIL, ANKARA, Pro-Active Information Services, ELT Information Pack No.6
Retrieved June 9th, 2005, from
http://www.britishcouncil.org.tr/klc/learning_zone/files/ELT_Info_Pac6.doc
Campbell, A. P. 2003, Weblogs for use with ESL classes. The Internet TESL Journal, Vol. IX, No. 2.
Retrieved June 7th, 2005, from
http://iteslj.org/Techniques/Campbell-Weblogs.html
Campbell, A.P. undated, Learner Attitudes Towards a Tutor-Run Weblog in the EFL University Classroom
Retrieved June 10th, 2005, from
http://www8.ocn.ne.jp/~apc33/newtanuki.htm
Davis, A, 2004, Ways to use weblogs (Posting on Edublog Insights)
Retrieved June 7th, 2005, from
http://anvil.gsu.edu/EduBlogInsights/2004/10/05#a668
Johnson, A. 2004, Creating a Writing Course Utilizing Class and Student Blogs. The Internet TESL Journal, Vol. X, No. 8
Retrieved June 7th, 2005, from
http://iteslj.org/Techniques/Johnson-Blogs/
Kennedy, K. 2003, Writing with Web Logs. Tech learning.
Retrieved June 5th, 2005, from
http://www.techlearning.com/db_area/archives/TL/2003/02/blogs.html
Richardson, W. 2004, Blogging and RSS - The "What's It?" and "How To" of
Powerful New Web Tools for Educators.
Retrieved June 7th, 2005, from
http://www.infotoday.com/MMSchools/jan04/richardson.shtml
Ward, J.M. 2004, Blog Assisted Language Learning (BALL): Push button publishing for the pupils, TEFL Web Journal Vol 3 No 1 2004
Retrieved June 4th, 2005, from
http://www.teflweb-j.org/v3n1/blog_ward.pdf
Wrede, O. 2003, Weblogs and discourse: Weblogs as transformational technology
for higher education and academic research.
Blogtalk conference paper - Vienna, May 23rd.
Retrieved June 5th, 2005, from
http://weblogs.design.fh-aachen.de/owrede/publikationen/weblogs_and_discourse
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