| Abstract | | | | are no set hours of operation (it never closes). So |
| The classic picture of the ELT (English Language | | | | the learners can ‘log on' at any time of the day or |
| Teaching) classroom is one in which there are rows of | | | | night. Learners can use blogs whenever they are in |
| desks, a blackboard, students, a teacher, paper and | | | | the writing mood. The same applies to the teacher. |
| pencils. Even with the advent of instantaneous | | | | This is not to suggest that an instructor should |
| information via the World Wide Web, the ELT | | | | abandon journaling on paper. Blogs can simply add |
| classroom remains relatively unchanged. However, | | | | much-needed variety for the learners in the ELT |
| the winds of change are upon the ELT profession. | | | | classroom. Blogs are a great tool in the ELT |
| Many educators are now taking advantage of the | | | | teachers' repertoire. |
| vastness of the Internet. Moreover, most teachers | | | | Limitations and Possible Fixes of Blogs for Educational |
| are using the Internet for planning, research and the | | | | Use |
| exchange of ideas. There is so much more to be | | | | With every activity in the ELT setting there are |
| found and used. If harnessed correctly and | | | | drawbacks and constraints. Blogs are no |
| constructively, the Internet can be a priceless tool for | | | | exception. The following list of reasons is also not |
| the ELT classroom. This paper will discuss current | | | | exhaustive, but highlights some of the most obvious |
| practices for reading and writing in the ELT setting, and | | | | limitations to using Blogs, and how a teacher might |
| more specifically, the use of ‘web logs' or ‘blogs' | | | | work around them. |
| in the ELT classroom. First, a discussion covering | | | | - Connection options. What happens when the learners |
| common methods used in most ELT classes and | | | | cannot access the Internet at home or school, or their |
| move to a more progressive approach to alternative | | | | connection speeds are too slow to handle the |
| assessment, portfolio assessment, and journaling. | | | | information being passed along? Teachers who |
| Next, an explanation of this technology, its uses, and | | | | want to add blogging to their curriculum will immediately |
| potential will be given. Finally, suggestions for use, | | | | pose this question. As in other forms of teaching, |
| ideas, and links will be listed. The sky is truly the limit | | | | instructors must always have a contingency plan. For |
| where the ELT profession is going and it is an exciting | | | | example, some teachers might choose to allow |
| time to be involved. | | | | students to work in pairs or small groups, while other |
| Introduction | | | | teachers might arrange alternative options for individual |
| For as long as there have been schools, teachers and | | | | students. |
| students, there have been words. These words are | | | | - Software is not user-friendly. If the teacher has |
| represented by symbols and letters, the words | | | | piloted this web-logging package, then the potential |
| connect together to form sentences and then into | | | | problems in user-friendliness should have been |
| speech and writing. The job of the ELT teacher is to | | | | assessed; however, there is still the possibility of |
| teach these concepts, and all the nuances that go with | | | | problems with some users. The teacher will need to |
| them, to the English Language Learner. The following | | | | be prepared to do some scaffolding and one-to-one |
| paper looks at the traditional ELT classroom and then | | | | tutoring for learners that have difficulty or lack prior |
| moves onto how content is taught and learned by | | | | experience. |
| second language learners. The topic of journaling and | | | | - Some learners and teachers lack typing skills. Some |
| learning logs will be covered along with how | | | | learners do not know how to type. Some students |
| educational technology is utilized in the ELT setting. | | | | may not even want to learn. Ask the learner to have |
| Next, weblog history, it's meaning and uses will be | | | | a try and if he or she is still have too much trouble, |
| explored. Finally, how easily an ELT educator can | | | | then more scaffolding from the teacher or assistance |
| use blogs in your classrooms with little or no training. | | | | from a student stronger with typing skills. |
| Adding more tools to the ELT ‘toolbox of materials' | | | | - Some learners are ‘technophobes.' As mentioned |
| is essential to effective ELT teaching and will benefit | | | | earlier, a technophobe is someone afraid to use |
| educators and learners. | | | | technology. This may not be a problem with most |
| The Traditional ELT Classroom | | | | young learners, but if a teacher is working with older |
| As the use of English has increased in popularity | | | | learners of English, then it might become an issue. An |
| (evident by the number of current English language | | | | easy way around this problem is for the teacher to |
| training centers in operation worldwide), so has the | | | | plan on more scaffolding than with a younger group of |
| need for qualified teachers to instruct students in the | | | | learners. Modeling the appropriate behavior and |
| language. Most colleges and universities in most of | | | | adding in support where needed will help to soften the |
| the English speaking countries offer degrees and | | | | shock on the technophobe. |
| certifications in teaching English to speakers of other | | | | - Lack of computer availability. Some of the learners |
| languages. Whether the pupil is learning for pleasure | | | | will not have access to a computer. One way to |
| or out of necessity, the instruction is relatively the | | | | handle this is to clarify the hours for the school |
| same. The instruction to English learners remains | | | | computer lab. If there is a computer in the classroom, |
| relatively unchanged today. It's true that there are | | | | the teacher can arrange a schedule for learners' to |
| teachers who use ‘cutting edge' techniques and | | | | use the computer(s). |
| technology, but the majority of teachers still teach in | | | | - Learners cannot understand the instructions on the |
| the same manner of instruction that has been used for | | | | website. This will be a problem area for the vast |
| 20 or 30 years. | | | | majority of English language learners. Because of |
| Here is an example of the traditional ELT classroom: | | | | their lack of interaction with the language the learner |
| usually, it will have many desks or tables and a board | | | | will struggle. This is where scaffolding is very |
| (white, black, chalk or marker). The students will | | | | important. It is also important that the teacher add |
| repeat what the teacher says and then, maybe, try on | | | | extra demonstration time for the class. Being patient |
| their own. Often the teacher will stand in front of the | | | | with the learner is also important during this |
| class and model how his/her mouth looks as he/she | | | | foundational phase in their online learning. |
| says the sounds, having the students also model this | | | | - Time constraints for the teacher. The first attempt at |
| behavior. Sometimes, an audiocassette or CD will be | | | | running a blog with the students will probably be the |
| played with words, sentences and stories for the | | | | most time consuming for the ELT teacher. "It should be |
| students to hear native speakers speaking. Another | | | | said that the undertaking of an online journal project |
| popular activity in these classes is role-playing. Two | | | | [blog] requires the teacher to have a certain amount of |
| or three students will practice together, having a simple | | | | time available" (Stanley, 2004). However, as the |
| conversation. After having ample time to practice, or | | | | students and the teacher become more familiar with |
| memorize their various ‘roles,' they will stand up, | | | | the format and the system, they will all become more |
| maybe go to the front of the class, and recite what | | | | comfortable and the time involved with decrease. |
| they have just practiced with their respective groups. | | | | Just like any other teaching activity or assignment, |
| None of these activities are bad or damaging to the | | | | blogging has some limitations. However, these |
| students. In fact, they have proven to be very | | | | limitations should not outweigh the benefits of |
| useful. However, there are many more opportunities | | | | blogging. If the ELT teacher is committed and |
| for students to gain confidence, practice, and extend | | | | invested into making this project work, both the |
| themselves - especially for the ESL student who must | | | | students and the teacher will benefit. |
| learn the language for more than just pleasure. For | | | | The ‘Ins and Outs' of using Blogs |
| students who are displaced for whatever reason or | | | | The first step for teachers is to try out blogging for |
| who are studying to go abroad, content is also an | | | | themselves. In this scenario, teachers cannot expect |
| important factor. | | | | their students to do something that they are not willing |
| Content Learning for English Language Learners | | | | to do themselves. Each teacher will have his or her |
| In the ELT class, the instructor needs to put the | | | | own reasons for starting a blog. These reasons |
| language learning of the students as a high priority. | | | | must be clear or the blog will not serve the learner's |
| There are many ways to accommodate this. | | | | language development. The blogs can be as general |
| Educators will have different theories and | | | | as a journal of daily thoughts, or be more specific in |
| philosophies. According to Peregoy & Boyle | | | | nature. The teacher should prepare beforehand, an |
| (2001), the six elements that create optimal content | | | | activity that will be a catalyst for the language learner's |
| learning for ‘English Language Learners' | | | | needs. When the teacher has had a chance to try |
| are: meaning and purpose, prior | | | | this out first, the next step will be to choose the most |
| knowledge, integration of opportunities to use | | | | appropriate software. (In a later section there is a list |
| language and literacy for learning | | | | of links and suggestions.) |
| purposes, scaffolding for support, collaboration, | | | | Once the teacher has chosen a program, he or she |
| & variety. | | | | will need to set up membership for each student with |
| Meaning and purpose in each activity in the ELT class | | | | the blogger site. This is often free. (Many school |
| is of the utmost importance to the English learners. If | | | | systems are even setting up their own blogging |
| the activity has meaning and purpose, then the learner | | | | sites.) Then the teacher, as the administrator of the |
| will take ownership over it and then a sense of pride | | | | site, must make a membership list of the students so |
| and confidence will result. Often the activities with | | | | they are able to comment on the teacher's entry. |
| ‘real world' ties have the greatest impact. This is | | | | The next decision for the teacher is if the students |
| an element that should be present in ELT instruction | | | | should have their own page or to only allow the |
| from the youngest language learners to the eldest. | | | | students comment on the teacher's page. By having |
| Prior knowledge of a subject in their home language | | | | his or her own blog page, the teacher is allowing the |
| and culture allow students to create links to topics or | | | | student to have a certain amount of control over the |
| activities in English. For example, when talking about | | | | blog's appearance, content, membership, links, etc. If |
| traffic rules in an English speaking country, the second | | | | the learners are too young, it is probably best to let |
| language learners can relate their own experiences in | | | | them comment on the teacher's page/entry. For the |
| their home countries. Of course, this will only be | | | | older learners (middle school aged and older) having |
| meaningful to students with prior knowledge of the | | | | control of his or her own page would be more |
| traffic laws and rules. If the learners are too young, | | | | plausible. |
| their prior knowledge in many areas will be limited. If | | | | When the control of learners' pages is given to them, |
| old enough, the learners can relate the information | | | | they will be able to adjust the look and feel of their |
| from their experiences and often feel more connected | | | | blog. The learner will have the choice of various |
| to the learning community. | | | | templates and formats for their page. They will have |
| Integration of opportunities to use language and literacy | | | | the ability to block or allow members to comment on |
| for learning purposes is crucial to bringing concreteness | | | | their pages. When the learners feel comfortable with |
| to the abstract/theoretical concepts and ideas. This | | | | their blogs they tend to use it more. Once the learners |
| means that it is important to make room for learning | | | | are happy with their pages and the entries, they will |
| opportunities to take place in order for students to put | | | | continue to grow with pride and confidence. |
| their newly acquired skills to work. If a teacher asks | | | | Practical Uses of Blogs in the ELT Classrooms |
| the students to review an article and share their | | | | The discussion in this section covers three main uses |
| findings with the class, the teacher is integrating | | | | of blogs in the ELT classroom. Alternative |
| chances for students to make light of what they are | | | | assessment, student portfolios, and what has been the |
| learning. | | | | major focus of this paper, journaling. As the needs of |
| Scaffolding for support means that the teacher will | | | | the English Language Learner continue to change and |
| first model the desired behavior, give assistance the | | | | evolve, there are requests from educators, parents, |
| first few times that the learners attempt the tasks, and | | | | and students for other forms of assessment. |
| finally, the learners will attempt on their own. This | | | | Blogging can be one of these styles of alternative |
| gives learners the skills and confidence needed to | | | | assessment. It gives the learners the opportunity to |
| complete the assigned tasks. Scaffolding is not only | | | | demonstrate what they have been learning and their |
| used in ELT classes, but in many other subjects as | | | | thoughts on a given topic, ideas, concepts, etc. The |
| well. | | | | teacher can then read the entries on the learner's |
| Collaboration is key to group learning and ultimately, to | | | | page, or those which have been posted on the |
| individual learning. Collaboration is used in modern | | | | teacher's page, giving feedback, and assessing the |
| offices and businesses globally. It has many ties to | | | | learner's progress. |
| the skills needed to work with others in any endeavor | | | | Portfolios are another use for blogs. The portfolio |
| that a person might undertake. There are very few | | | | can include only written work or may include other |
| instances in the ‘real world' where there is not | | | | work from class. The students can display their work |
| some degree of collaboration. Collaboration is of vast | | | | from the past term, semester, school year, or even, in |
| importance in the ELT classroom to encourage | | | | some cases, school career. By using blogs, the |
| cooperation skills. | | | | students can upload photos, work samples, include links |
| Variety is needed in lessons and activities to avoid | | | | to related work, etc. This can even serve to foster |
| burnout and boredom. From the adult learners of | | | | skills that will be useful in the future careers of the |
| English to the youngest of learners, variety in their | | | | students. Many of the students can use their |
| activities will spark creativity and excitement in almost | | | | portfolios in the future to demonstrate their English |
| all topics covered. When students walk into a | | | | abilities, and prove their writing skills. The teacher can, |
| classroom day after day and week after week, they | | | | again, use this as a form of alternative assessment. |
| expect some variety in their routine. If no variety is | | | | The online journal is what is probably most appealing to |
| given, the students may plateau in their learning | | | | the teacher. This is collection of often-updated |
| because of lack of interest. | | | | entries. Here again is an example used earlier about |
| All of these elements should be present in the ELT | | | | the various traffic laws: Teachers might want to |
| classroom for the educator to be effective. There | | | | upload (or add to the blog) some photos of traffic |
| are many activities in the ELT classroom that ELT | | | | signs and let the students comment on what they think |
| teachers will use that support these points. Journaling | | | | the pictures represent. Then the students could |
| is one of the most effective and commonly used | | | | elaborate on what might happen if the traffic laws |
| activities for ELT and English classes alike. | | | | pictured were violated. The teachers may want |
| Traditional Journaling and Learning Logs | | | | learners to compose their own story about something |
| The style of journaling a teacher prefers to use is | | | | related to traffic. This is a simple example, but |
| inconsequential compared to the regularity of the | | | | teachers would be using all six of Peregoy & |
| activities involving writing and logging their thoughts and | | | | Boyle's (2001) "elements that create optimal content |
| reflections. The student of English, native or not, | | | | learning for ‘English Language Learners.'" |
| needs constant practice and feedback. "Fluency, the | | | | Suggestions and Links for More Information |
| ability to get words down on a page easily, can only | | | | As educators considering using blogs in ELT classes, |
| come with writing practice and continued English | | | | teachers will need a place to get started and to stay |
| language development." (Peregoy & Boyle, 2001) | | | | updated in their information and knowledge. |
| Journals or learning logs are a great way to find out a | | | | Teachers can get started in many ways. There are |
| student's thoughts and ideas about a topic or activity. | | | | several books on blogging available. By using any of |
| Often the most timid student is the most reflective | | | | the online bookshops, teachers can order and ship |
| writer. | | | | books anywhere in the world. For more ideas on |
| Traditionally, these journals or logs have been kept on | | | | starting out, teachers might find it generally easier to |
| paper or in a book. It is paramount for students to | | | | look to the millions of bloggers blogging everyday. It is |
| have a record of their thoughts and their progress as | | | | quite easy to find out about education blogs and |
| a writer and user of English. The advent of | | | | specific interests blogs. Merely type a search in your |
| computers, the Personal Digital Assistant or PDA, | | | | favorite search engine. One that is particularly useful |
| mobile phones, e-mail, and the Internet usher in a new | | | | is "Schoolblogs.com" ( Free accounts are available for |
| world of recording ones thoughts. Why not take | | | | anyone who wants to join. Also, there are a |
| advantage of these technologies in the ELT | | | | multitude of resources on blogging and interest specific |
| classrooms? The next section, will discuss what | | | | blogs. Another blog, that has a different style and |
| teachers are doing in their classes in order that | | | | feel, is "mBlog.com" ( The users can choose from a |
| technology is used to the fullest extent. | | | | wide variety of templates and styles for their blogs. |
| Move to Educational Technology in the Classroom | | | | Photos and links can be included to help supplement |
| What is technology? Technology is anything that | | | | the blog, as well. Mobile devices, such as mobile |
| extends human capability. By definition, paper clips | | | | phones and PDAs, can be used to transmit data to the |
| and staples are forms of technology because they | | | | mBlog account. This makes it very convenient to |
| extend human capability. Nevertheless, paper clips | | | | update blogs. |
| and staples are ‘low-tech;' audio, video, and | | | | After researching and starting a blog, it would be |
| computer driven tools are considered ‘high-tech,' or | | | | beneficial to read the article by Blood entitled, "Ten Tips |
| commonly referred to as ‘technology.' | | | | for a Better Weblog" (2003). In it, Blood, outlines the |
| Most people have an e-mail address or at least, know | | | | top ten tips for better blogging. It can be useful |
| what e-mail is. When a person looks around the | | | | reading for the teacher and the English learner. There |
| World Wide Web, the "Internet," there are | | | | are terms and concepts that can make for lively class |
| advertisements everywhere for degrees and | | | | discussions. Staying updated in the blogging |
| certificates in ‘Educational Technology.' | | | | technology and current trends will help the teacher |
| Educational Technologyis using any form of technology | | | | become more prepared and better equipped to |
| (high-technology, by the above definition) in an | | | | smoothly run a blog. |
| educational setting, to assist teachers in their | | | | Summary and Conclusion |
| instruction. From CD-ROM games for students to | | | | In conclusion, the benefits of blogging far outweigh the |
| MS Power Point presentations to help explain a | | | | pitfalls. Ease of use and clean appearance are |
| concept, idea, or topic, technology is here to stay so | | | | making the blog a major force on the Internet. |
| why are some teachers still afraid to use it? | | | | Therefore, not just the teachers teaching English |
| The term ‘technophobe' means a person who is | | | | language learners but any teacher need to stay |
| afraid to use technology. Many teachers are | | | | up-to-date with educational trends and should stay |
| technophobes. They are not certain or unaware that | | | | abreast with emergent technology that will drive this |
| technology can help them to become better | | | | information age for years to come. Technology and |
| educators. It is true that not all technology is good | | | | education should go hand-in-hand and should not be |
| and often can be counter-productive. However, an | | | | separated because undoubtedly the learner will always |
| educator must be open to trying and evaluating new | | | | use technology. Blogs are a great tool to achieve |
| and emerging technologies to see where this might fit | | | | many goals for English language learners and, in the |
| into their instruction. Whether or not a teacher knows | | | | long term, what all teachers desire, authentic learning. |
| it, their English language learners may be using and | | | | With or without blogs, teachers of English language |
| interacting with technology everyday. Therefore, | | | | learners need to remember the goal of what they are |
| teachers need to at least be aware of the impact | | | | doing. Educating is the number one priority. |
| technology is having on their learners. | | | | Blogs may not replace the traditional ‘hand-written' |
| Web logs and Their History | | | | journals, but then again they might. However, the |
| According to, the "Blogger" website (2004), | | | | more options teachers offer learners; the more the |
| "A blog is a web page made up of usually short, | | | | needs of learners are met. The ELT classroom |
| frequently updated posts that are arranged | | | | setting needs to evolve, and for many, blogs will be the |
| chronologically — like a what's new page or a journal. | | | | first step in that evolution. By selecting the best |
| The content and purposes of blogs varies greatly — | | | | attributes from the past experience and looking |
| from links and commentary about other web sites, to | | | | forward to the future will produce the strongest ELT |
| news about a company/person/idea, to diaries, photos, | | | | instruction. Now is the time to take action and use |
| poetry, mini-essays, project updates, even fiction. | | | | technology to meet the ever-growing needs of English |
| Blog posts are like instant messages to the web." | | | | language learners. |
| When ELT educators look at this definition, they will | | | | References |
| instantly see where this can fit in ELT classes. | | | | Blood, R., (2000). Weblogs: A History and |
| Individuals, families, groups, classes, departments, | | | | Perspective. Rebecca's Pocket, September, 2000. |
| schools, universities, businesses, etc. are currently all | | | | Online: (access date: April 2004). |
| using blogs. There are hundreds of sites offering | | | | Blood, R., (2003). Ten Tips for a Better |
| ‘free' blog accounts for anyone. Also, according | | | | Weblog. Rebecca's Pocket, March, 2003. Online: |
| to the "Blogger" website (2004), | | | | (access date: April 2004). |
| "Blogs are also excellent team/department/company | | | | Ferdig, R.E., & Trammell, K.D., (2004). Content |
| family communication tools. They help small groups | | | | Delivery in the ‘Blogosphere'. T.H.E. Journal, |
| communicate in a way that is simpler and easier to | | | | February, 2004. at (access date: April 2004). |
| follow than email or discussion forums. Use a private | | | | Oop-Beckman, L., (2004). How to Succeed In |
| blog on an intranet to allow team members to post | | | | Web-Based Teaching. Essential Teacher, Vol. 1, Issue |
| related links, files, quotes, or commentary. Set up a | | | | 2. |
| family blog where relatives can share personal news. | | | | Peregoy, S.F., & Boyle, O.F., (2001). Reading, |
| A blog can help keep everyone in the loop, promote | | | | Writing, & Learning in ESL: A Resource Book for |
| cohesiveness and group culture, and provide an | | | | K-12 Teachers – 3rd Edition. New York: Longman. |
| informal "voice" of a project or department to | | | | Roberts, S., (2004). Campus Communications & |
| outsiders." | | | | the Wisdom of Blogging. Syllabus Magazine, 5 April, |
| Rebecca Blood is the author of several articles and | | | | 2004. at (access date: April 2004). |
| books on blogging. According to Blood's, "Weblogs: | | | | Shachtman, N., (2002). "Blogs Make the |
| A history and perspective" (2000), she outlines the | | | | Headlines." Wired News, 23 December 2002. Online: |
| extremely short history of this budding new medium to | | | | date: April 2004). |
| share thoughts, ideas and opinions. According to | | | | Stanley, G., (2004). Introducing Your Students to |
| Blood, in 1998 there were only 23 weblogs on the | | | | Blogs. IATEFL Issues, April – May, 2004, No. 178. |
| entire Internet. In September 2000, there were | | | | Other Works Cited |
| ‘thousands,' and with the numbers of users growing | | | | Anderson, N.J., (2002). The Role of Metacognition in |
| exponentially. According to "Wired News" reporter | | | | Second Language Teaching and Learning. ERIC |
| Shachtman, (2002), "…there are now more than | | | | Digest, April, 2002. Online: (access date: November |
| 970,000 registered users of Pyra's popular Blogger | | | | 2003). |
| software, up from 343,000 a year ago." Today, in | | | | Blogger, (2004). What is a Blog? Online: (access date: |
| 2004, there are probably millions. | | | | April 2004). |
| Benefits of Using Blogs in ELT Classrooms | | | | Branch, R.M., Kim, D., & Koenecke, L., (1999). |
| At this point, the reader may ask, "What are the | | | | Evaluating Online Educational Materials for Use in |
| benefits of using this technology if I do not know much | | | | Instruction. ERIC Digest, June, 1999. Online: (access |
| about it?" The following reasons will assist in | | | | date: November 2003). |
| answering that question. The reasons used below | | | | Burton, J., & Usaha, S., (2004). Standing on Burning |
| are by no means exhaustive; they merely serve as a | | | | Coals. Essential Teacher, Vol. 1, Issue 2. |
| starting point to move teachers in the right direction. | | | | Crandall, J., Jaramillo, A., Olsen, L., & Peyton, J.K., |
| - Using technology is exciting for the learner. English | | | | (2002). Using Cognitive Strategies to Develop English |
| language learners like to use and take part in activities | | | | Language and Literacy. ERIC Digest, October, 2002. |
| that are familiar to them. More often than not, the | | | | Online: (access date: November 2003). |
| learner is already using technology or is eager to | | | | Earp, S., (1997). More Than Just the Internet: |
| learn. The technology represents a ‘fun' and | | | | Technology for Language Teaching. ERIC Digest, |
| ‘interesting' activity. | | | | December, 1997. Online: (access date: November |
| - Because blogs are a form of publishing, the learner | | | | 2003). |
| will be ‘published.' The idea that a learner can | | | | Egbert, J., (2004). Two Faces of Technology |
| publish their thoughts and ideas for the world to see is | | | | Use. Essential Teacher, Vol. 1, Issue 2. |
| an exciting opportunity for the learner and the teacher. | | | | Gómez, E., (2000). Assessment Portfolios: Including |
| "A contraction of the term ‘Web logging,' blogging | | | | English Language Learners in Large-Scale |
| can best be described as a form of micropublishing" | | | | Assessments. ERIC Digest, December, 2000. Online: |
| (Roberts, 2004). | | | | (access date: November 2003). |
| - It creates a forum for the learner to be an individual. | | | | Haas, M., (2000). Thematic, Communicative Language |
| As mentioned above, each learner will be an | | | | Teaching in the K-8 Classroom. ERIC Digest, |
| ‘author.' For some learners that is a scary idea, | | | | September, 2000. Online: (access date: November |
| but some of the quieter, more introverted learners are | | | | 2003). |
| yearning for a stage of their own. | | | | Han, J.M., (2004). A Reading Problem in Secondary |
| - Teacher feedback can be given instantly in the form | | | | Schools. IATEFL Issues, December 2003 – |
| of comments or as a response to what the learner | | | | January 2004, No. 176. |
| has written. When the teacher posts a comment to an | | | | Hancock, C.R., (1994). Alternative Assessment and |
| entry, the learner can read the comment instantly and | | | | Second Language Study: What and Why? ERIC |
| even reply to the teachers posting. Learners of | | | | Digest, July, 1994. Online: (access date: November |
| English need a lot of feedback and encouragement, | | | | 2003). |
| and blogging would be an easy way to give them that | | | | Kasowitz, A., (1998). Tools for Automating Instructional |
| ‘instant' feedback they need. | | | | Design. ERIC Digest, August, 1998. Online: |
| - Gives the learner confidence and pride in their work. | | | | (access date: November 2003). |
| The learner can edit/delete/save their work. It is | | | | Kessler, G., (2003). Preparing for the Future in |
| dated and logged chronologically. This allows | | | | CALL. Essential Teacher, Vol. 1, Issue 1. |
| students to actually see the progress they are making | | | | LeLoup, J.W., & Ponterio, R., (2004). ON THE NET: |
| in English. Consequently, this will give them pride and | | | | ICT4LT – Information and Communications |
| increase their confidence in using the language. | | | | Technology for Language Teachers. Language |
| - The teacher, as administrator, has control over the | | | | Learning & Technology, January, 2004, Vol. 8, No. |
| content of the blog. With blogging technology, the | | | | 1, (pp. 3-7). Online: (access date: April 2004). |
| administrator (teacher) has sole management of the | | | | Morrison, S., (2002). Interactive Language Learning on |
| site. The teacher can add or delete entries as they | | | | the Web. ERIC Digest, December, 2002. Online: |
| see fit. They can also decide who can and cannot | | | | (access date: November 2003). |
| be a member of the blog. | | | | Orihuela, J.L., (2003). "Blogging and the |
| - Can lead to a life-long habit of journaling for the | | | | eCommunication Paradigms: 10 Principles of the New |
| learner. Through the use of blogs, learners should | | | | Media Scenario. BlogTalk, May, 2003. Online: (access |
| acquire a habit that is positive and will enable them to | | | | date: April 2004). |
| continue to grow in self knowledge and the knowledge | | | | Oxford, R., (2001). Integrated Skills in the ESL/EFL |
| of the world around them. | | | | Classroom. ERIC Digest, September, 2001. Online: |
| - Makes the learner more prepared for future | | | | (access date: November 2003). |
| educational and professional opportunities. While aiding | | | | Roderick-Michailidis, M., (2004). Are Your Tasks |
| with their English, the teacher is also assisting the | | | | ‘Learner-Friendly'? IATEFL Issues, February – |
| learner to obtain new skills that will be very important in | | | | March, 2004, No. 177. |
| future educational and professional opportunities. The | | | | Rodgers, T.S., (2001). Language Teaching |
| skills learned while blogging such as typing, editing, | | | | Methodology. ERIC Digest, September, 2001. |
| putting thoughts into words are essential for success | | | | Online: (access date: November 2003). |
| beyond the ELT classroom. The learners will be able | | | | Salaberry, R., (2004). Why the Electronic Class Will Not |
| to use these skills throughout school and in the | | | | Replace the Face-to-Face Classroom. Essential |
| workplace. | | | | Teacher, Vol. 1, Issue 2. |
| - Uses prior skills and knowledge (for some learners) | | | | Schrock, K., (2003). Tools You Can't Live Without: |
| and creates an opportunity for them to put that | | | | Using Online Programs in Your Lessons Can Make a |
| knowledge and skills to use in an academic setting. | | | | Big Difference. School Library Journal, 2003. Online: |
| Many learners are already using the relevant | | | | (access date: November 2003). |
| technology at home or in school so blogging will enable | | | | Stevens, V., (2004). Tools for Building Online |
| them to express themselves in a medium in which | | | | Communities. Essential Teacher, Vol. 1, Issue 2. |
| they are familiar. | | | | Tannenbaum, J., (1996). Practical Ideas on Alternative |
| - Provides an opportunity to individualize instruction for | | | | Assessment for ESL Students. ERIC Digest, May, |
| multi-leveled classes. In most, if not all ELT classes, | | | | 1996. Online: (access date: November 2003). |
| there are learners with varying levels of English. | | | | Wall, J., (2000). Technology-Delivered Assessment: |
| Blogging allows for differentiation. | | | | Guidelines for Educators Traveling the Technology |
| - Allows for flexibility in the schedule of the learner and | | | | Highway. ERIC/CASS Digest, April, 2000. Online: |
| teacher. Being the very nature of the Internet, there | | | | (access date: November 2003). |