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Blogs for Tandem Language Learning
Student perceptions of blogs
• positive impression (Armstrong & Retterer 2008; Ducate & Lumicka 2008; Sun 2010)
• preferred over traditional assignments (Lee 2010)
• more control over the writing process (Wei 2010)
Round 1 (2007-2008)• assigned as homework
• 10 weekly postings (>50 words in length)
• 20 comments to classmates
• 10% of grade
Round 1 (2007-2008)Volleyball
I watched volleyball game on TV.A Japan were playing a Bulgaria.It was very exciting game.The result of this game a Bulgaria won. I want to a Japan win next game.
Reader A: Male volleyball is interesting.
Reader B: Me too! Hold out Japan!!
Round 1 (2007-2008)Requirements not met!
Group A (97 students) 573 blog entries (m=6.5) 857 comments (m=9.77)
Group B (88 students) 492 blog entries (m=5.07) 1171 comments (m=12.07)
Round 2 (2008-2011)• some classroom time was allocated
• 10 weekly postings (>50 words in length)
• 20 comments to classmates
• 10% of grade
The BIG questions!
• How can I encourage more participation without relying on extrinsic motivation?
• How can I nurture meaningful communication?
The little questions• Generally speaking, how do Japanese
university students feel about blogs?
• Do Japanese university students see blogs as a useful foreign language-learning tool?
• What blog entry topics are the most interesting for Japanese university students?
Round 3 (2012 - 2013)• 20% of final grade
• write weekly entries (75+ words)
• write >2 comments each week on classmates’ blogs
• reply to comments left by their readers
• emphasis on communication not accuracy
• machine translations NOT acceptable
• tandem project with US JFL students
Blog community front page 2
The participants
• 20 Japanese EFL students (compulsory)
• 5 American JFL students (voluntary)
Blog topicsTo p i c N a m e We e k ( s ) A s s i g n e d
S e l f - I n t ro d u c t i o n 1
W h y I C h o s e To k a i U n i v e r s i t y 2
“ F re e Wr i t i n g ” 3 , 7 , 9
M y H e ro 4
M y H o m e t o w n 5
A S p e c i a l P l a c e 6
Observations
• students enjoying interacting with students from the other institution
• threads in which the foreign students participated were longer in duration
• US students were very active at the beginning but disappeared as the semester progressed
Questionnaire• bilingual questionnaire (20 items)
• 19 Likert-type items (5 point scale)
• 1 open-ended question for comments
• three broad categories
• blogs in general
• blogs as a foreign language learning tool
• topics
Blogs in general
• I see blogs as a way to express myself. (3.80)
• I enjoy reading comments from my readers. (3.65)
• I am interested in reading other people’s blogs.(3.60)
• I believe blogs increased the level of meaningful communication with my classmates. (3.50)
A language learning tool• I learned new vocabulary. (3.70)
• My reading skills improved because of reading my classmates’ blogs. (3.55)
• You should keep the blog assignment for future classes. (3.45)
• My writing skills improved because of writing my blog. (3.30)
Level of interest in topics
• My Hobby (4.15)
• My Hero (4.05)
• Hometown (4.00)
• “Free Writing” (3.85)
Observations
• Timing is critical
• Japanese academic (April - August, October - February)
• Required vs. optional
Further research?
• moving to Facebook
• integrating class assignments into the blog assignment instead of being standalone
• For example, a task requiring the Japanese students to get information from the US students
ReferencesArmstrong, K., & Retterer, O. (2008). Blogging as L2 writing: A case study. AACE Journal, 16 (3), 233-251.
Ducate, L. C., & Lomicka, L.L. (2008). Adventures in the blogosphere: from blog readers to blog writers. Computer Assisted Language Learning, 21 (1), 9-28.
Lee, L. (2010). Fostering reflective writing and interactive exchange through blogging in an advanced language course. ReCALL, 22 (2), 212-227.
Sun, Y-C. (2010). Extensive writing in foreign-language classrooms: a blogging approach. Innovations in Education and Teaching International, 47 (3), 327-339.
Wei, Z. (2010). Blogging for doing English digital: Student evaluations. Computers and Composition, 27, 266-283.
Appendix (Survey statements)1. I like blogs. (3.10)
2. I am interested in reading other people’s blogs. (3.50)
3. I like reading comments on other people’s blogs. (3.30)
4. I like writing my blog. (3.05)
5. I enjoy reading comments from my readers. (3.65)
6. I like writing comments on other people’s blogs. (3.05)
7. I believe blogs are interactive. (3.00)
8. I see blogs as a way to express myself. (3.70)
9. I believe blogs increased the level of meaningful interactive with my classmates. (3.50)
10. My writing skills improved because of writing my blog. (3.30)
11. My reading skills improved because of reading my classmates’ blogs. (3.55)
12. I learned new vocabulary. (3.70)
13. My spelling improved. (3.20)
14. I learned new information from my classmates. (3.20)
15. I used my blog to practice my English. (3.25)
16. The blog assignment was useful for learning English. (3.30)
17. You should keep the blog assignment for future classes. (3.45)
18. I like assigned topics. (3.00)
19. I like free writing. (2.60)
Appendix (Topics)Self-Introduction (3.75)
Why I Chose Tokai University (3.25)
School Life (3.45)
My Hero (4.05)
My Hobby (4.15)
Hometown (4.00)
Special Place (3.85)
“Free writing” (3.80)
