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This article explores the use of blogs in EFL learning, focusing on interaction strategies and their impact on self-expression, self-evaluation, and language progress. It discusses the efficacy of blogs in promoting collaboration among learners and encouraging active engagement. The study highlights the importance of teacher-initiated and student-initiated interactions, demonstrating how blogs can foster a sense of belonging and autonomy among learners. Through a project conducted at the University of Chile, the article showcases how blogs can transform language learning tasks into engaging activities, igniting students' motivation to improve their English skills. Overall, the article concludes that blogs are valuable tools in EFL education, assisting in motivating learners to use language authentically and develop their writing skills effectively.
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Weblogs:a tool for EFL interaction, expression, and self-evaluation Claudia Trajtemberg AndroulaYiakoumetti
Back Ground • In the last decade, L2 learning with computer has shifted • Blogs can potentially promote collaboration & interactionamong L2 participants • Experimental studies regarding the interaction strategies are not enough
Aim of Article • To identify the interaction strategies • Teacher-initiated • Student-initiated • To examine whether blog technology promotes • Interaction • Self-expression • Self-evaluation • A sense of language progress
Blogs & Language Learning • Blogs are inherently interactive • Posting (writing), bloggers’ self-reflection, other bloggers’ reaction • Bloggers actively engage with each other’s writing activities • Less knowledge learners can learn from advanced learners
Project (At Univ. of Chile) • Elective course aimed to develop students’ low-level English • Focused on general English • Required to carry out 13 tasks on their blogs • 16 students, Age 20-22 native Spanish speaker • 1 teacher, native English speaker
Teacher-Initiated Interaction • Questions in comments • Triggered responses from most students • Witty & humorous comment • Students are motivated to respond in a relaxed & joking manner • Giving examples from personal interests • Triggered a sense of belonging that motivate students to leave comments
Student-Initiated Interaction • Encouraging comments on friend’s blog • Comments including own opinions • Product of atmosphere of collaborative learning • Considerable learner’s autonomy
Self-Expression • At the beginning the blog is a course requirement • By the end enjoyed writing the blog English became both the medium & object of expression
Self-Evaluation & Sense of Language Progress • By looking at their writing week after week • Realized own achievements • By doing tasks with a clear communicative purpose • Developed a sense of progress & self-evaluation • Anyone can read students’ writings • Motivation to improve their English
The Efficacy of Blogs • Transformed activities of reading & writing into more engaging tools for learners • Writing in L2 was less threatening • Writing English became a real communicative purpose • Students’ desire to learn was reignited
Conclusion Blogsare useful in EFL • assist in motivating learners… • To use language for a real communicative purpose • To write in English in a new style • Because of its interactivity • promote … • Self-expression • Self-evaluation • A sense of language progress
