期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2014
卷号：30
期号：6
DOI：10.14742/ajet.860
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：This paper reported on a study of using blogs as out-of-class assignments for the development of learners’ writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners’ motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners’ self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced.
