EFL learners' perceptions of blog assignments and instructors' e-feedbacks

被引：2
作者：
Aliakbari M. [1 ]
Mohammadi S. [1 ]
机构：
[1] Ilam University, Ilam
来源：
International Journal of Web-Based Learning and Teaching Technologies | 2016年 / 11卷 / 03期
关键词：
Blog assignments; EFL settings; Instructors' e-feedbacks; Learners' perceptions;
D O I：
10.4018/IJWLTT.2016070101
中图分类号：
学科分类号：
摘要：
The use of blogs in EFL settings considerably supports learner-centered interactive learning and constructivist environments. Moreover, using blogs to provide instructor's feedback has a crucial role in the language learning process. The present study aimed to explore Iranian EFL learners' perceptions of blog assignments and instructor's e-feedbacks thereof. To this end, assignments were established and teacher's feedbacks were transmitted via the blogs for a period of one educational semester. Data were triangulated and collected using think-aloud protocols and reflexive journals during the semester, as well as semi-structured interviews at the end. Data analysis through grounded theory further revealed six major categories: educational effects, psychological effects, technological effects, social effects, teacher's traditional feedbacks vs. e-feedbacks, and students' preferences of e-feedbacks. Accordingly, implications are discussed in light of EFL settings. © Copyright 2016 IGI Global.
引用
收藏
页码：1 / 16
页数：15
相关论文
共 62 条
  • [1] Al Zumor A.W.Q., Al Refaai I.K., Bader Eddin E.A., Aziz Al-Rahman F.H., EFL students' perceptions of a blended learning environment: Advantages, limitations and suggestions for improvement, English Language Teaching, 6, 10, pp. 95-110, (2013)
  • [2] Alebaikan R.A., Perceptions of Blended Learning in Saudi Universities, (2010)
  • [3] Aliweh A.M., The effect of electronic portfolios on promoting Egyptian EFL college students' writing competence and autonomy, Asian EFL Journal, 13, 2, pp. 90-133, (2011)
  • [4] Ashwell T., Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method?, Journal of Second Language Writing, 9, 3, pp. 227-258, (2000)
  • [5] Aydin S., The use of blogs in learning English as a foreign language, Mevlana International Journal of Education, 4, 1, pp. 244-259, (2014)
  • [6] Behjat F., Yamini M., Bagheri M.S., Blended learning: A ubiquitous learning environment for reading comprehension, International Journal of English Linguistics, 2, 1, pp. 97-106, (2012)
  • [7] Cameron M.P., Economics with Training Wheels: Using Blogs in Teaching and Assessing Introductory Economics, (2011)
  • [8] Chandler J., The efficacy of various kinds of error feedback, Journal of Second Language Writing, 12, 3, pp. 267-296, (2003)
  • [9] Chang N., Watson B., Bakerson M., Williams E., McGoron F., Spitzer B., Electronic feedback or handwritten feedback: What do undergraduate students prefer and why?, Journal of Teaching and Learning with Technology, 1, 1, pp. 1-23, (2012)
  • [10] DeLacey B., Leonard D., Case study on technology and distance education at the Harvard Business School, Journal of Educational Technology & Society, 5, 2, pp. 1-24, (2002)
1234567