USING BLOGS IN TEACHING ENGLISH TO PHILOLOGY STUDENTS

Inessa Krasnokutska, Olena Kovalchuk

Abstract


This paper reports on an innovative approach to using blogs in teaching English as a foreign language. A blog is a sound example of information and communication technologies (ICT) implementation for language learning. In this paper, authors present the results of a small-scale action research aimed at analysing students’ perceptions of blogging. In total, 25 first-year university students majoring in English took part in a survey. The research results give the evidence of the benefits of using blogs: it encourages students’ autonomous learning, expands their collaboration through comments and discussions, improves language skills, increases the sense of responsibility and the desire for life-long learning, etc. At the same time, teachers consider blogs to be an effective facilitation for greater learner interaction and skills development. The research deals with the detailed blog starting guide for teachers of English. Authors instruct how to create and maintain blogs, as these interactive web pages prove to be effective for students online chatting, exchanging photos, videos, pictures, thereby expanding their language study beyond the classroom. For those who refuse being involved in the creation of a personal web page, some useful blog links are given. For better understanding of blogging efficiency, the researchers report on the positive implementation of blogs in teaching English, focusing on developing reading, writing, speaking and listening skills.


Keywords


Information and Communication Technologies; blogging; students; English skills; survey

Full Text:

PDF

References


Bilak, Yu. Yu. (2014). Tekhniko-dydaktychni aspekty vykorystannia informatsiino-komunikatsiinykh tekhnolohii u navchalnomu protsesi universytetu [Technical and didactic aspects of the use of information and communication technologies in University educational process]. Science and Education, 3, 18-23.

Blin, F. (1999). CALL and the development of learner autonomy. In R. Debski & M. Levy (Eds.), World CALL: Global perspectives on Computer Assisted Language Learning (pp. 133-148). The Netherlands: Swets & Zeitlinger.

Campbell, A. P. (2004) Using Live Journal for Authentic Communication in EFL Classes. The Internet TESL Journal, 10(9), 64-68.

Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support teaching and learning. British Journal of Educational Technology, 40(1), 179-183. https://doi.org/10.1111/j.1467-8535.2008.00865.x

Ferriter, B. (2009). Learning with Blogs and Wikis. Educational Leadership: How Teachers Learn, 5, 34-38.

Hrytsenchuk О. (2010) Teoretyko-metodolohichni osnovy zastosuvannia IKT v protsesi vyvchennia suspilstvoznavchih dystsyplin v krainah zarubizhzhia ta Ukraini: zahalni pidhody [Theoretical and methodological basis of using ICT in learning social sciences in foreign countries and in Ukraine: general approaches [electronic resource]. Informatsiini technologii i zasoby navchannia, 5 (19). Retrieved February 02, 2017 from http://www.ime.edu-ua.net/em.html

Hwang, Dae-Joon (n.d.). Effective Integration of ICT in Teaching and Learning. Retrieved February 20, 2017 from http://lff.iite.unesco.org/eng/effective-integration-of-ict-in-teaching-and-learning.aspx

Knapp, J. & Hulbert, A. (2017). Corporate and Institutional Comunications. Ghostwriting and the Ethics of Authenticity, 1, 49–61. https://doi.org/10.1057/978-1-137-31313-3_4

Kostenko, N. (2013). Vykorystannia IKT ta mozhlyvostei Internet na urokah inozemnoi movy. [Use of ICT and the Internet in foreign language lessons]. Tavriys'kyy visnyk osvity, 1 (41), 170-176.

Kozlakova, H. O. & Kovalyuk, T.V. (2009). Vprovadzhennia informatsiinokomunikatsiinykh tekhnolohii u navchalnyi protses vyshchoi shkoly: analiz stanu, problemy, perspektyvy [Application of information and communication technologies to the educational process of higher education: analysis, problems and prospects]. Visnyk of National Technical University of Ukraine Kyiv Polytechnic Institute. Philosophy. Psychology. Pedagogics, 3, 102-107.

Kramarenko T. V. (2010). Using of information technologies while foreign language learning. Naukovyi visnyk Donbasu, 2. Retrieved February 02, 2017 from http://nbuv.gov.ua/UJRN/nvd_2010_2_4

Little, D. (1999). Freedom to learner and compulsion to interact: promoting learner autonomy through the use of information systems and information technologies. In R. Pemberton (et al.) Taking control: Autonomy in language learning (pp.203-218). Hong Kong: Hong Kong University Press.

Özyurt, Ö. (2015). Learning style based individualized adaptive e-learning environments: Content analysis of the articles published from 2005 to 2014. Computers in Human Behavior, 52, 349-358. https://doi.org/10.1016/j.chb.2015.06.020

Oxford Learners Dictionaries (2017). Oxford University Press. Retrieved February 02, 2017 from http://www.oxfordlearnersdictionaries.com

Romaniuk, J. G. (2014). Do pytannia vykorystannia multymediinuh technolohgii u vykladanni inozemnoi movy [To the problem of using multimedia technologies in English language teaching]. Advanced Education, 1, 66-75. http://dx.doi.org/10.20535/2410-8286.29455

Wu, W.-S. (2005). Using blogs in an EFL writing class. Paper presented at Conference and Workshop on TEFL and Applied Linguistics, Department of Applied English, Ming Chuan University (pp. 426- 432). Taipei: Crane Publishing.




DOI: https://doi.org/10.20535/2410-8286.97295

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Inessa Volodymyrivna Krasnokutska, Olena Serhiivna Kovalchuk

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)