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Pravin April 28, 2012

The effect of blogs on students fluency in written language and attitude about learning a second language. Pravin April 28, 2012. introduction. Research Question What is the effect of using blogs on the students fluency in written language and attitude towards

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Pravin April 28, 2012

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  1. The effect of blogs on students fluency in written language and attitude about learning a second language Pravin April 28, 2012

  2. introduction Research Question What is the effect of using blogs on the students fluency in written language and attitude towards learning a second language?

  3. Why is this important?

  4. Why is this important? • ESL Perspective- what works and what does not • Familiar technology tools • Learner engagement-enthusiasm & motivation • Learning timeline- visual reinforcement • Accessible • Ownership • Collaborative • Increased readiness levels • Constructive feedback • Authentic audience • Render to customization • Wait time- for ESL learners • Tool to foster editing skills

  5. Review of literature

  6. The public nature of blogging improves and motivates students’ writing because they know that their peers and other people besides the instructor will be reading their work (Penrod, 2007). Students develop their own voices (Pick, 2005) and self confidence through their responses on the blog Blogs as a medium, act as a non threatening class environment for ESL learners to share their voices and views. (Richardson, 2006)

  7. Learners get motivated and practice and groom their writing skills through Blogs (Campbell, 2003) Positive attitudes towards writing and also enhance their organizational skills (Drexler, Dawson & Ferdig, 2007) According to Franklin (2005) Blogging could affect learning in multiple ways and “exponentially turn up the volume on learning”

  8. “Students are always happy when they see something happening in class that they think of as a practical skill,” (Forrest, 2006). According to Zhang (2009) blogs “foster critical thinking by encouraging students to evaluate what they read and write.”

  9. On the other hand Divitini, Haugalokken & Morken (2005) found that blogs have failed to motivate students. Also Oikonomidoy (2009), found out that not all blog responses were mindfully crafted. It was also found that some responses were “quite superficial and to a degree meaningless”.

  10. Dippold (2009) argues that blogs can be ineffective if students are not taught how to express their views. Despite these findings research on using blogs in the field of education seem to have an overall positive effect. What is mandatory is to have students understand the purpose of blogging (Brownstein & Klein, 2006)

  11. Methods • Research design -Two group pre post test design -Attitude measured by Write-on scale-pre and post -Writing fluency- Writing prompt & rubric- pre and post -Independent variable- Blogs -Dependent variable was the evidence that students have shown a change in attitude and written fluency towards ESL. 

  12. Intervention -Experiment group gets introduced to blogs -Control group- No change • Sample & setting -Convenience sample -Grade 9- Control group- 11 students -Grade 7- Experiment group- 7 students -American Embassy School • Instrumentation & data collection -Two group pre-post test design -Write-on scale -Writing prompt & rubric

  13. Students at work during the study period

  14. Student Blogs

  15. Teacher’s Blog

  16. Threats to validity -Researcher bias -Show an inclination to prove my hypothesis -Some students receive tutoring at home -Mortality -Students might gauge what the scale is trying to measure

  17. Results • Attitude -Experiment group depicted greater gains pre and post test in their attitudes about learning a second language- Statistically significant -Control group - Statistically insignificant results Write-on scale t test results for experiment and control groups

  18. Visual representation of Write-on Scale results pre and post test

  19. Writing Fluency -experimental group revealed no significant changes in writing fluency after intervention -control group showed gains in writing fluency overtime t test results of the mean scores for the experiment and control groups

  20. Visual representation of writing fluency pre and post test means

  21. Discussion Positive relationship between blogs and attitude Students are engaged while using technology Writing fluency does not necessarily depend on blogs (technology) Focus and developmental stage essential Perseverance matters

  22. Action Plan Continue to integrate technology especially

  23. Why Blog?

  24. Engagement and Time-lag engaging students with tools that they use outside of the classroom everyday will help teachers make strong connections Encourage learners to think before they publish

  25. Include parents

  26. Differentiate learning and assessment

  27. Technology is a tool- integrate technology to enhance learning and create “magic”

  28. References Boling, E. C. (2008). Learning from teachers conceptions of technology integration: What do blogs, instant messages, and 3D chat rooms have to do with it? Research in theTeaching of English, 43(1), 74-100. Retrieved from http:// search.proquest.com/ docview/ 215350829? accountid=37581 Brownstein, E., & Klein, R. (2006). Blogs. NSTA WebNews Digest, Retrieved from http://www.nsta.org/publications/ news/story.aspx?id=51966 Campbell, A. C. (2003). Weblogs for use with esl classes. Retrieved from http://iteslj.org/Techniques/Campbell-Weblogs.html Clarke, A. C. (1973). Profiles of the future: An inquiry into the limits of the possible. (2 ed.). Harper and Row. Culham, R., & Wheeler, A. (2003). Forty reproducible forms for the writing traits classroom. New York, NY: Teaching Resources. Davis, A., & McGrail, E. (2009, March). The joy of blogging. Educational Leadership, 66(6), 74–77.

  29. Dickey, J. (2012). Brainyquote media network. Retrieved from HYPERLINK "http://www.brainyquote.com"http://www.brainyquote.com Dippold, D. (2009). Peer feedback through blogs: Student and teacher perceptions in an advanced German class. Cambridge Journals Online, 21(1), Retrieved from http://journals.cambridge.org/ action/displayAbstract;jsessionid= FDFE3B48BF83921 3FEA4124F3391FF1E.journals?from Page=online&aid=3786932 Divitini, M., Haugalokken, O., & Morken, E. M. (2005). Blog to support learning in the field: Lessons learned from a fiasco. In Proceedings of the Fifth IEEE International Conference on AdvancedLearning Technologies (ICALT’05) Drexler, W. Dawson, K., & Ferdig, R. E. (2007). Collaborative blogging as a means to develop elementary expository writing skills. Retrieved from http://ejite.isu.edu/Volume6/Drexler.pdf Ducate, L. C., & Lomicka, L. L. (2005). Exploring the blogosphere: Use of web logs in the foreign language classroom.Foreign Language Annals, 38(3), 410-421. Retrieved from http://search.proquest.com/docview/ 216021360? accountid=37581

  30. Forrest, S. (2006). Using blogs in course work helps improve students’ writing. Inside Illinois, 25, Retrieved from http://news.illinois. edu/ii/06/0504 /blogs.html Franklin, J. (2005, february). Usingblogs in the classroom.Education Update, 47(2), Retrieved from http://www.ascd.org/publications /newsletters/ education-update/feb05/vol47/num02/Using-Blogs- in-the- Classroom.aspx Hsu, J. 2007. Innovative technologies for education and learning: education and knowledge- oriented applications of blogs, Wikis, podcasts, and more, International Journal of Information and Communication Technology Education 3: 70-8 Jacobs, H. H. (2010). Curriculum 21, essential education for a changing world. Alexandria, VA:Assn for Supervision & Curriculum. Jobs, S. (2005, June 14). Stanford university. Retrieved from http://news.stanford.edu/news /2005/june15/jobs-061505.html Klopfer, E., Osterweil, S., Groff, J., & Haas, J. (2009).Education arcade- Massachusetts institute of technology. Retrieved from http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf

  31. Oikonomidoy, E. 2009. Conceptual collective online reflection in multicultural education classes. Multicultural Education & Technology Journal, 3: 130-143 Penrod, D. (2007). Using blogs to enhance literacy: The next powerful step in 21st- century learning. (pp. 157-158). Lanham,MD: Rowman & Littlefield. Pick, G. (2005, jan). Blogs versus blahs. Teacher Magazine,16(4), 9. Pink, D. (2005). A whole new mind: Moving from the information age to the conceptual age. NewYork: Riverhead Books. Richardson, W. 2006. Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, Ca.: Corwin Press Sprenger, M. (2011). Brain-based teaching in the digital age. Assn for Supervision & Curriculum. ZHANG , D. (2009). The application of blog in English writing. Journal of CambridgeStudies, 4(1), 64-72. Retrieved from http://www.srcf.ucam.org/acs/data/archive/2009/200901-article8.pdf

  32. Attribution- Visual (n.d.). Retrieved from http://www.wolf21.com/blog/wp-content/uploads/2009/ 01/blogshakespearecomic1.bmp (n.d.). Retrieved from http://www.historyking.com/images/Why-Is-The-Emancipation-Proclamation-Important.jpg (n.d.). Retrieved from http://openparachute.files.wordpress.com/2009/06/blogcartoon2.jpg http://4.bp.blogspot.com/-OZ16hTyPuSM/T360VBIpxaI/AAAAAAAAB0c/ jCWQiolgnCc/ s1600/Technology+Personal+blogs+Would+Be+The+Wave+Of+The+Future+Try+These+Suggestions+tricky+tech.jpg (n.d.). Retrieved from http://3.bp.blogspot.com/_aJdYZbjIY5U/SBXfM7 t8bxI/AAAAAAAAAEM/_A9oh4-lnAw/s400/ls.gif (n.d.). Retrieved from http://3.bp.blogspot.com/_aJdYZbjIY5U/SBXfM7 t8bxI/AAAAAAAAAEM/_A9oh4-lnAw/s400/ls.gif

  33. (n.d.). Retrieved from http://www.logallot.com/wp-content/uploads/2011/06/blogs-to-read.jpg (n.d.). Retrieved from http://www.cartoonstock.com/newscartoons/ cartoonists/sfe/lowres/sfen12l.jpg (n.d.). Retrieved from http://smarterware.org/wp-content/uploads/2009/03/ 114446615687-700x433.jpg (n.d.). Retrieved from http://www.logallot.com/wp-content/uploads/2011/06/blogs-to-read.jpg (n.d.). Retrieved from http://www.cartoonstock.com/newscartoons/cartoonists /sfe/lowres/sfen12l.jpg (n.d.). Retrieved from http://smarterware.org/wp-content/uploads/2009/03/ 114446615687-700x433.jpg (n.d.). Retrieved from https://www.tcd.ie/CAPSL/TIC/assets/img/exam.png

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