BLOGGING BENEFITS ALEXANDRA DUARTE & PHD MARK DAUBNEY
Skill Development in L2 Contexts Language skills
Metacognition Interculturalism (Chen, 2015) ALEXANDRA DUARTE & MARK DAUBNEY, PHD
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Language skill practice Reading & Writing Blogging increases pupils’ interest in reading and writing and engages them longer (Hildebrand, 2014); Vurdien (2013) refers to a performance improvement regarding their knowledge, use of vocab and grammar; for Switek (2016), blogs are “writing laboratories”; Huang (2016, pp43) highlights the importance of motivation and comments. ALEXANDRA DUARTE & MARK DAUBNEY, PHD
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Language skill practice Listening & Spoken Interaction Voice Blogging
ď ą Huang (2015) explores the use of vlogging as a way of balancing the EFL curriculum in which speaking practice is limited but the demand for improvement in oral proficiency is higher and higher;
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Metacognitive skills Need to transform pedagogy to better support acquisition of 21st Century Skills (Scott, 2015), capitalising on the web 2.0 technologies (Morgan, 2015). Blogs sharpen pupils’ ability to conduct autonomous, reflective and collaborative learning; to develop creativity,
Original Source: goo.gl/iI5pjU
critical thinking and problem solving not only in the present, but also to face the challenges of adapting to the ever-changing world of work (Forum, 2016). ALEXANDRA DUARTE & MARK DAUBNEY, PHD
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Intercultural Competences (Class)Blogs provide the opportunity to interact with speakers from other countries. Blogs have the potential to provide interaction across cultures, languages or countries, and, at the same time, they can foster autonomy and reflection. (Meinecke et al., 2013) . Original Source : goo.gl/ppaZmZ ALEXANDRA DUARTE & MARK DAUBNEY, PHD
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Portugal Metas Curriculares de Inglês para o Ensino Básico: 1º, 2º e 3º Ciclos (2015) (goo.gl/ofEUks)
Media Education Guidance (2014) at goo.gl/KDDjpa; DGE – Portal das Escolas (ME): catalogue of educational blogs at
goo.gl/ND9hTT.
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Biblio- & Webgraphy .
Chen, R. T.-H. (2015). L2 Blogging: Who Thrives and Who Does Not? Language Learning & Technology, 19(192), 177–196. Retrieved from http://llt.msu.edu/issues/june2015/chen.pdf Forum, W. E. (2016). New Vision for Education: Fostering Social and Emotional Learning through Technology. Retrieved from http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf Hildebrand, H. S. (2014). Blogging: A Web 2.0 tool that improves students’ reading and writing. Retrieved from http://centralspace.ucmo.edu/bitstream/handle/123456789/321/Hildebrand_LIBRARY.pdf?sequence=1 Huang, H. (2015). From web-based readers to voice bloggers: EFL learners’ perspectives. Computer Assisted Language Learning, 28(2), 145–170. http://doi.org/10.1080/09588221.2013.803983 Huang, H.-Y. C. (2016). Students and the Teacher’s Perceptions on Incorporating the Blog Task and Peer Feedback into EFL Writing Classes Through Blogs. English Language Teaching, 9(11), 38–47. http://dx.doi.org/10.5539/elt.v9n11p38 Meinecke, A. L., Smith, K. K., & Lehmann-Willenbrock, N. (2013). Developing Students As Global Learners: “Groups in Our World” Blog. Small Group Research, 44(4), 428–445. http://doi.org/10.1177/1046496413487020 Morgan, H. (2015). Creating a Class Blog: A Strategy That Can Promote Collaboration, Motivation, and Improvement in Literacy. Reading Improvement, 52(1), 27–31. Scott, C. L. (2015). The FUTURES of LEARNING 3: what kind of pedagogies for the 21st century? (No. 15). Paris. Retrieved from http://unesdoc.unesco.org/images/0024/002431/243126e.pdf Switek, B. (2016). From Science Blog to Book. In C. Wilcox, B. Brookshire, & J. G. Goldman (Eds.), Science Blogging - The Essential Guide (pp. 243–250). New Haven: Yale University Press. Vurdien, R. (2013). Enhancing writing skills through blogging in an advanced English as a Foreign Language class in Spain. Computer Assisted Language Learning, 26(2), 126–143. http://doi.org/10.1080/09588221.2011.639784
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