EFL Learners' Perceptions of Blog Assignments and Instructors' E-Feedbacks
The use of blogs in EFL settings considerably supports learner-centered interactive learning and constructivist environments. Moreover, using blogs to provide instructor's feedback has a crucial role in the language learning process. The present study aimed to explore Iranian EFL learners' perceptions of blog assignments and instructor's e-feedbacks thereof. To this end, assignments were established and teacher's feedbacks were transmitted via the blogs for a period of one educational semester. Data were triangulated and collected using think-aloud protocols and reflexive journals during the semester, as well as semi-structured interviews at the end. Data analysis through grounded theory further revealed six major categories: educational effects, psychological effects, technological effects, social effects, teacher's traditional feedbacks vs. e-feedbacks, and students' preferences of e-feedbacks. Accordingly, implications are discussed in light of EFL settings.
Year of publication: |
2016
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Authors: | Aliakbari, Mohammad ; Mohammadi, Saeedeh |
Published in: |
International Journal of Web-Based Learning and Teaching Technologies (IJWLTT). - IGI Global, ISSN 1548-1107, ZDB-ID 2401004-2. - Vol. 11.2016, 3 (01.07.), p. 1-16
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Publisher: |
IGI Global |
Subject: | Blog Assignments | EFL Settings | Instructors’ e-Feedbacks | Learners’ Perceptions |
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