blogging as an instructional tool in the esl … · blogging as an instructional tool in the esl...

TESL-EJ20.1,May2016 Featro&DiGregorio 1

TheElectronicJournalforEnglishasaSecondLanguageBloggingasanInstructionalToolintheESLClassroomMay2016–Volume20,Number1Susan Mary Featro Wilkes University, USA <[email protected]> Daniela DiGregorio Wilkes University, USA <[email protected]>

Abstract

Theories on emerging technologies have stated that using blogs in the classroom canengage students in discussion, support peer learning, and improve students’ literacyskills.Researchhaspointedtomanywaysthatbloggingisbeneficialtostudentlearningwhen used as an instructional tool. The researchers conducted a project thatinvestigatedtheuseofblogsinESLinstruction.Graduateeducationstudentswhoweretaking coursework in order to earn a master’s degree in TESL and/or teachercertificationinESLlearnedhowtocreateanduseblogsforeducationalpurposes.Whilecompleting their ESL field experience requirement in U.S. K-12 school settings, thesestudentsnotedhowtheyobservedblogsbeingused,andtheyinterviewedESLteachersabout their experience in using blogs in the classroom. After their observations andinterviews, these students completed a questionnaire in which they reported,summarized, and reflectedon theuseofblogs in anESL curriculumand instructionalimplications.Thearticlesharestheresultsofthisqualitativeresearchstudy.

Introduction

Theories on emerging technologies have stated that using blogs in the classroom canengagestudentsindiscussion,supportpeerlearning,andimprovetheliteracyskillsofEnglishasaSecondLanguage(ESL)students.Researchhaspointedtomanywaysthatbloggingisbeneficialtostudentlearningwhenusedasaninstructionaltool.The researchers conducted a project that investigated the use of blogs in ESLinstruction.Graduateeducationstudentswhoweretakingcourseworkinordertoearnamaster’sdegreeinTESLand/orteachercertificationinESLlearnedhowtocreateanduse blogs for educational purposes. While completing their ESL field experiencerequirementinK-12schoolsettingsintheUnitedStates,thesestudentsnotedhowtheyobservedblogsbeingused,andtheyinterviewedESLteachersabouttheirexperienceinusing blogs in the classroom. After their observations and interviews, these students


completedaquestionnaireinwhichtheyreported,summarized,andreflectedontheuseofblogsinanESLcurriculumandinstructionalimplications.Thispaperwillprovideareviewoftheliteraturerelatedtobloggingasaninstructionaltool, specifically with English language learners. Then, the results of this researchprojectwillbeshared,andthedatawillbediscussedinthecontextofcurrentpracticesin using blogging in ESL instruction. The presentation, analysis, and discussion of thedatacollectedfromcurrentandfutureESLeducatorsmayserveasaguideforteachersconsideringwhethertoimplementblogsasaninstructionaltoolintheESLclassroom.

ReviewoftheLiterature

Research has identified many benefits of blogging as an instructional practice. Forinstance,ArmstrongandRetterer(2008),Bloch(2007),Noytim(2010),andSun(2009)asserted that using blogs in language instruction can help language learners developEnglish writing skills. Students learn to write as they write to learn, and bloggingenables students to communicate with an authentic audience. Grami (2012), Mynard(2007), andNoytim (2010) also pointed to blogs as tools that can augment students’higher-orderthinkingskills.McLeod(2001)statedthatblogs“helpstudentsexploreandassimilate new ideas, create links between the familiar and unfamiliar, mull overpossibilities,andexplainthingstotheselfbeforeexplainingthemtoothers”(p.152).Bloggingalsoexpandsthecommunityoflearnersbeyondtheconfinesoftheclassroomand allows for connections to bemade and communication gaps to be bridged. Blogspromote student reflection andmetacognition, providing students the opportunity to“reflect on their perceptions of the learning materials and on their own learningprocess” (Seitzinger, 2006, p. 6). Additionally, the use of blogs in the classroom isbeneficial to English language learners because blogs are used in coursework, inbusiness, and for pleasure. As Smith (2009) stated, “To fully acculturate into society,ELLsneedtobeconversantwiththelanguageandcultureoftheirpeers”(p.75).

Furthermore,Bakar,Latif,andYa’acob(2010)andCustinandBarkacs(2010)referredto blogs as constructivist learning tools. Blogging aligns with the constructivistapproach, as it is collaborative, meaningful, authentic, active, and manipulative bynature.AsBakar,Latif,andYa-acob(2010)stated,“Theuseofblogintheclassroomcanbesaidtoembracethephilosophyofsocialconstructivismwherebythelearnersacquirenew knowledge of the subject matter through discussions, and further expand thisnewly-acquired knowledge by applying it in different situations” (p. 122). Similarly,Lohnes (2006) described blogging as a dynamic type of interaction that supportscommunicationinalearningcommunity.Whenblogsareusedbystudentsandteachersin order to facilitate thought-provoking discussion, application of concepts, andconnections between concepts and between learners, they have the potential topersonalize the learning experience and highlight reflection as a key practice in astudent-centered learning environment. Thus, blogs “provide a promising forum foractive,interactive,andcollaborativeonlinecommunication”(Sun,2012,p.494).

Smith(2009)reportedonaprojectinwhichhighschoolEnglishlanguagelearnerswererequiredtocompleteandsubmitreadinglogsonline.Theresearcherhypothesizedthatusing blogging in this way would allow students to improve their skills in language


reception, in terms of their reading, viewing, and listening skills. The researcher alsohypothesizedthatbloggingwouldleadtoprogressinstudents’abilitiestoprocessandconstruct English. Smith reported that students’ skills in receiving, processing, andconstructingEnglishincreasedaftertheuseofblogginginlanguageinstruction.Grami (2012) conducted a study inwhich seven Saudi ESL students participated in aclassroomblogprojectoveraperiodoffourweeks.Eachstudentwasrequiredtopostaweekly blog entry of approximately 250 words on a topic of his or her choice. Eachstudent was also assigned to comment on two classmates’ posts each week. Ininterviews that followed the blogging project, students expressed positive attitudestowardwritingblogentriesandreceivingcommentsandfeedbackontheirblogentries.One student voiced the belief that responding to others’ blog entries is helpful indevelopingtheabilitytojudgeone’sownwriting.Gedera(2011)suggestedthatweblogsbeusedaspartoftheprocesswritingapproachforthepurposeofgivingandreceivingfeedbackfrompeers.Gederapointedtofeedbackofferedinblogcommentsaslessthreateningthanfeedbackdeliveredusingaredpenorcommentswritteninthemarginsofadocument.Theauthorencouragedinstructorstogive students peer feedback guidelines to use when offering comments to theirclassmates.Yih-Rueh (2006) researched the effectiveness of a blog-based learning tool, calledLearningBlogs.Aspartofthisstudy,studentsandtheirteacherbloggedbothinwarm-up activities and in the lesson review. Students reported that blogging had promotedinteractivediscussionandhelpedthemunderstandthetargetlearningactivities,whilethe teacher concluded that responding to the students’ blogs had been helpful inevaluatingcourseinstructionandinplanningfutureinstruction.

Bakar, Latif, andYa’acob (2010) sought toexamine theeffectivenessofusingblogs inESL instruction. The sample consisted of 197 undergraduate ESL students who hadlimited or very limited English proficiency. Students were required, as part of theircoursework,tocreateablogandusethisblogtointroducethemselvestotwo,three,orfourothergroupmembersandthentodiscussassignedtopics,drawingonreadingsasabasis for discussion. The researchers created a questionnaire that used a four-pointLikert Scale. Participants indicated a positive attitude toward using blogging ininstruction.Overninetypercentofthestudentsratedbloggingasausefullearningtool.

Researchhasexaminedmanyanglesofbloggingasaninstructionaltool.Asinstructorsconsiderwhethertoimplementbloggingintheircurriculum,it isworthwhileforthemto read about similar projects and their outcomes. While research has identifiedchallenges that are presented when blogs are used in the classroom, themajority ofresearch findings support the use of blogs in order to achieve multiple learningobjectives.Methodology

ThisqualitativestudyinvestigatedhowblogsarebeingusedintheESLclassroom,howblogsmightbeusedeffectivelyintheESLclassroom,andtheinstructionalimplicationsof using blogs in the ESL curriculum. Graduate education students at a small privateuniversity in the northeastern part of the United States were invited to complete a


survey about blogging in the ESL classroom. Theywere not required to blog or leadbloggingactivitieswithstudentsaspartofthisresearchstudy;theywereonlyaskedtoprovide self-reported perceptions of blogging as a tool to use in the instruction ofEnglish language learners. Therewas a 60% participation rate. Twenty of the thirty-three students who received an invitation to participate completed the survey.Participants’agesrangedfrom23to45.

DataAll participants reported that they had blogged as part of their coursework; 85% ofparticipants considered blogs to be an effective instructional tool. In an open-endedquestion, participants were asked, based on their blogging experience as a studentand/or as a teacher, to make suggestions that might optimize the use of blogs asinstructionaltools.Morethanhalfoftheparticipantsrecommendedthattheinstructorspendadequateintroducingblogsandexplaininghowtheyworkandalsodetailingtherulesandexpectationsforhowblogswillbeusedintheinstructionalactivity.

Multiple participants named clear criteria as essential to successful instructionalblogging. Two participants noted that it is important to ensure that blogs are easilyaccessible.Oneparticipantadvisedthattheinstructorshouldanticipatechallengesandproblemsinordertobepreparedtoaddressthem.Someparticipantssuggestedthattheinstructorshouldhaveablogthatservesasamodel,andtheinstructor’sblogshouldbeeasytoaccess.Oneparticipantproposedthatamasterlistofallstudents’blogsandtheirlinksshouldbecreatedforuseduringtheclassactivities.

Over half of the participants wrote that consistent participation is important. Oneparticipantfollowedacallforconsistentparticipationwiththisexplanation,“Ifblogsareusedconsistently,studentscanbuildonwhattheyhavelearnedbefore.Ifblogsareonlyused sometimes, students forget how to use them, and the technology becomes thefocus, instead of the content and the writing.” Participants stressed that blog topicsshould focus on relevant information that warrants discussion. “Nothing is morefrustrating that a blog prompt that is about a topic that’s pointless to discuss,” oneparticipantwrote.Finally,eightresponsesmentionedteachermonitoring.Oneresponseurged, “Teachers need tomonitorwhat students are doing onblogs so that blogs arebeingusedproperlyandsothatthe learningcommunity issupportedanddeveloped.”Participantsalsonamedparentinvolvementasawaytooptimizetheuseofblogsasaninstructionaltool.After completing their field experience, participants were asked to share theirobservationsregardingchallengesofusingblogs inclassroominstruction.Participantsidentified limitedaccesstocomputersasthebiggestchallenge.Numerousparticipantsalsopointedtocensoringsoftwarethatschooldistrictssometimesusethatmightblockwebsites that teachers had planned to use in blogging projects. Participants citedorganizationandmanagementasachallenge.“It’sa lotofworktoorganizeabloggingactivityforstudentsandtomanageitwell,”reflectedoneparticipant.Anotherexpressedafearaboutthe“lackofcontroloverwhat’sposted.”Oneparticipantstatedthatamajorchallengewasthattheadultstudentswhowereinvolvedinthebloggingproject,“reallydidn’tunderstandwhatblogswere.”


Participantswereaskedtonamereasonsthatinstructorsdonotuseblogsininstruction.Sixteen responses pointed to instructors either not being knowledgeable about thetechnologyorbeingintimidatedbythetechnology.Oneparticipantsaidthattheteacherwhowasobservedreportedadesireto“notwanttooverwhelmstudentswithcontentandtechnologytogether.”Furthermore,tenresponsessuggestedthatmanyteachersareunsure of the effectiveness of blogs. Specifically, one participant shared that teachersstated they were not sure if blogs would work well with younger students. Sixparticipants wrote about instructors making choices to not use blogs, because therewere other ways that the same instructional goals could bemet. Fifteen participantsreportedthatlackofcomputersandlackofaccesstocomputerswiththeInternetwasamajorfactorthatpreventedteachersfromdoingbloggingactivitieswithstudents.Eightparticipants identified time constraints as a reason that teachers do not use blogs ininstruction. Four participants cited teachers’ concerns that blogswould be difficult tomanage.Additionally,foursurveyresponsespointedtoworriesthatstudentsmightpostinappropriate content, and one participant named concerns that blog content is notalways credible. One response voiced the opinion that blogs were not being usedbecausetheywerenolongernewandappealing.

Participantswereaskedtoreport theamountofaccessthatEnglish language learnershad to computers at school. Twenty percent of participants reported that studentcomputers are in the ESL classroom and are always available for student use. SixtypercentofparticipantsdescribedESLstudents’accesstocomputersas“adequate.”Mostnotedthatcomputerscanbeusedalmostanytimeifplanningisadequate.Theplanningprocessmostofteninvolvesreservingtimeinadvanceinaschoollibraryoracomputerlab.TwentypercentofparticipantsreportedthatEnglish language learnershadeitherlimitedornoaccesstocomputersinschool.Thequestionnaire invitedparticipantsto listblogactivitiesthattheyhopetousewithstudents in the future. Eight participants shared that they hope to use blogs to allowstudents to respond tobooksorarticles theyhave read, and threeparticipants statedthat they hope to use blogs as electronic writing portfolios for students. Sevenparticipants wrote that they desire to use blogs in order to give students theopportunitytowritepersonalreflectionsontheirlearning.Peereditingwassuggestedby a participant who explained that an initial piece of writing would be posted, andcomments would then guide the student writer to edit and improve the text. Fourparticipantsnotedthattheyplantorequirestudentstopostassignmentstoblogs.Threeparticipants expressed that blogs could be a place for students to share theirexperiencesand feelings, and threeotherparticipantswantedblogs tobeavenue for“free writes.” Eight participants conveyed a hope to use blogs to promote groupdiscussions, and six participants stated that they hope that group projects could befacilitated through blogging. Debates were named as possibly being accomplishedthrough blogs by three participants, while six participants saw a possibility forreflection on current events via blogs. Two participants wrote that blogs could be aplaceforsharinginformation,andtwootherparticipantsexpressedthattutoringcouldoccurwithblogsasthemedium.Keypalsprojects,inwhichstudentsarepartneredwithother students from a different location to engage in regularwritten communication,werenamedbytwoparticipants.


Additionally, participants shared the idea of blogs being away for students to get toknoweachother,aresourceareaforstudentstofindoutworkthatismissedwhentheyarenotinclass,aspaceforfieldtripreflectionstooccur,andaresourceforpostingandsharingvideosalongwith text.Someparticipantswroteextendedresponses,detailinghowtheyhopetouseblogsinordertoaccomplishlearninggoalsviatheseprojectideas.

Discussion

Participantsprovidedoverwhelminglypositive responses to theuseof blogging as aninstructionaltoolbasedontheiruseofblogsasgraduatestudentsandtheirobservationofblogginguseintheESLclassroomduringtheirrequiredfieldexperiencesessions.Atthe same time, participants recognized that there aremany challenges to using blogswith English language learners as a part of classroom instruction. Despite thesechallenges,thegraduatestudentshadmanyideasforhowtooptimizetheuseofblogsasan instructional tool and reported a desire to useblogs formany learningprojects intheirfutureteaching.

Whenprovidingideasforhowtooptimizetheuseofblogs,overhalfoftheparticipantsrecommended that the instructorspendadequate timeexplainingblogsandhowtheywork and explaining the rules and expectations for how blogs will be used. Thesesuggestions were made based on observation and participation in blogging activitiesthatweresuccessfulandunsuccessful.Noteveryoneisfamiliarwithblogging,andeventhosewhohavereadblogsbeforeorwhohavecontributedtoblogsinthepastmaynotbeawareofappropriatebloguseinaneducationalsetting.Ifinstructorswantbloggingto be a worthwhile learning activity, they must specifically address the goals of thebloggingproject,andtheymustspelloutrulesandtheexpectationssothatstudentscanparticipate with a thorough understanding of what they should do in order to besuccessful.Similarly,when introducingblogs to students, it ishelpful if the instructor canofferablog as a model. Since technology use becomes easier with repetition and practice,consistent participation is paramount.When students are asked to regularly post onblogsandcommentonclassmates’blogs,theycanfocusontheacademiccontent,astheprocess of using the technologybecomes routine.Regular dialogue via blogs alsowillallow for discussions to be deepened. Blog discussions will further student learningwhen topicsare interestingandengaging. It is crucial that teachersmonitor students’actionsonblogsinordertoguidestudentstoparticipateandinteractinwaysthatarerespectfulofalllearnersandthatleadtoheightenedlearningexperiences.

The reality is that there aremany challenges to using blogs in the classroom. In thisresearchstudy,participantsidentifiedchallengesandnotedthatthesechallengesmustbe considered and acknowledged when planning to use blogging for instructionalpurposes. The required field experience that graduate students at this universitycompleteallowsthemtoseewhateducatorsaredoingintheclassroomandtodiscussthe instructional decisions that experienced ESL teachers aremaking as they deliverdaily instructiontostudents.This first-handobservationandtheseconversationswithteacherspreparethembyexposingthemtothetypesofsituationsthattheywill likelyencounterinfutureESLteachingpositions.


Inaddition,participantsidentifiedlimitedaccesstocomputersasthebiggestchallenge.Thislackofavailableresourcesmakesitnecessaryforeducatorstoconsideralternativeways toapproach classroomblogging, andpossible ideasarea rotatingblog scheduleforstudentsandtheoptionforstudentstocompleteblogassignmentseitherathomeoratapubliclibrary.Eachteachermustassesstheresourcesavailableinhisorhercurrentinstitutionandmakedecisionsbasedonwhatstudentscanrealisticallyaccomplishwiththetoolsthatareavailabletothem.Itisevidentthatcommunicationwithinstitutionalpersonnel, includingtechnologystaff, isessential.Asnumerousparticipantspointedtocensoringsoftwarethatschooldistrictssometimesuseasaproblem,blockingwebsitesthat teachers planned to use in blogging projects, educators should consult withtechnologystaffpriortobeginningabloggingprojectsothattheyknowwhatsitesmaybeused.Itislikelythattechnologypersonnelwillworkwithteacherstochangenetworksettingsifthereisasoundpedagogicalreasonthatawebsiteshouldbemadeavailabletostudents.

Thechallengesdiscussedaboveaccountformanyoftheinstancesinwhichbloggingisnotusedininstruction.Ofcourse,lackofavailabletechnologyandblockedwebsiteswillleadtoteacherschoosingotherlearningactivitiesordecidingtoabandonblogprojects.It was a key finding that 84% of participants pointed to instructors either not beingknowledgeable about the technology or being intimidated by the technology. Thisfinding demonstrates a need formore professional development that addresseswhatblogs are and how they might be used in the classroom, along with support fromtechnology staff and administration as teachers make their first attempts at usingbloggingaspartofclassroominstruction.Asteacherslearntouseblogs,theyshouldalsolearnabouttheeffectivenessofblogsasaneducationaltool,asthiswillgivethemreasontoexplorethepossibilitiesthatblogsaffordtolearners.Intheend,ifeducatorsaregoingtouseblogsintheclassroom,theymust be confident that blogswill further student learning and lead students to attainlearningobjectives.Teachersshouldincludebloggingintheirclassroomactivitiesonlyifthey find that it is an effective way to accomplish learning objectives, because atechnology tool should never be used simply because it is available. Instructors areobligated to think of their learners and how these students might best acquire theknowledgeandskillsthatcomprisethecoursecurriculum.Bloggingisonepedagogicaltool that deserves attention, as its inclusion as a learning activity could indeed be anidealavenue to facilitatestudent learning.As timeconstraintsareaveryreal concernforteachers,theamountoftimespentonbloggingshouldbeconsidered,andteachersshould communicatewithotherswho aredoing similar learning activities in order togaininsightonthebestwaystomanagetimewhenusingtechnologyinthisway.

Participants eagerly sharedways that theyhope touseblogs in their future teaching.The project ideas that were suggested constitute valuable learning experiences forstudents that use higher-order thinking skills and encourage active and interactivelearning, such as responding to articles and books that have been read, reflecting onone’s own learning, and engaging in thought-provoking discussions and debates. Theopportunitytouseblogsforpeereditingandfor“freewrites”couldadvancestudents’writingskills,asstudentsaremotivatedtowrite foranauthenticaudienceofreaders.


Cultureandideascanbeexchangedviakeypalsprojects,whileremediationcanhappenviatutoringonblogs.Verypracticalideasweresuggested,includingusingblogsinorderto post missing work for students who are absent and using blogs as a platform forstudents to get to know each other. The graduate students who participated in thisresearchstudyclearlyseeblogsastoolstoaccomplishvariousinstructionalgoals,andtheyhaveformulated ideas forclassroomblogusethatwillguidethemintheir futureinstructionalplanning.Conclusion

Basedon the literaturereviewedandtheresultsof thisstudy, theresearchersbelievethatblogshavemeritasaninstructionaltoolintheESLclassroom.Blogsallowstudents“toparticipateactivelyintheirownlearning,determinetheirlearninggoals,andsharetheir knowledge in order to develop their own understanding of the target learningactivities” (Bakar, Latif, & Ya’acob, 2010, p. 122). In this research study, participantsexpressed an overwhelmingly positive view of blogs as instructional tools that canaugment classroom learning. Teachers recognized the multiple challenges that existwhen planning and implementing blogging in educational settings. The graduatestudentswhoparticipatedinthisstudysharedmanyideasthattheyhaveforwaysthatbloggingcanbeusedintheirfutureteachingofESL.ResearchthathasshownpositiveeffectsofclassroombloggingprojectssupportstheassertionthatblogshaveaplaceintheESLclassroom.Further researchshouldbeconducted inorder todeterminehowblogsmightbebestusedininstruction.Itwouldbeworthwhiletofocusontheuniquefeaturesofbloggingasaninstructionaltool,examininghowblogssupportstudentlearninginwaysthatarenot possible with other instructional methods. As Grami (2012) posited, “Onlineblogging seems to address specific issues usually ignored in traditional ESL writingclasses”(p.47).AsteachersandstudentsuseblogsinESLinstruction,theeffectivenessof this instructional tool should be evaluated and discussed in the educationalcommunity.

AbouttheAuthors

SusanM.FeatroearnedherdoctorateinEducationalLeadershipwithaconcentrationin Instructional Technology from Wilkes University in Wilkes-Barre, PA. She is anadjunct professor in the Graduate Education department (ESL) at Wilkes University.Susan also teaches K-12 English as a Second Language in the Tamaqua Area SchoolDistrict.

Daniela DiGregorioreceived her Ph.D. in Composition and TESOL from IndianaUniversityofPennsylvania,PA.Inthepast,shetaughtEFLintheCzechRepublicandESLK-12inLackawannaCounty,PA.Currently,sheisanadjunctprofessorintheGraduateEducationDepartment(ESL)atWilkesUniversity.


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blogging as an instructional tool in the esl … · blogging as an instructional tool in the esl...

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