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Blogging for Collaborative Learning in the Writing Classroom: A Case Study

Author

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  • Vu Phi Ho Pham

    (BaRia VungTau University, Vietnam)

  • Ngoc Hoang Vy Nguyen

    (Van Lang University, Vietnam)

Abstract

The primarily qualitative analysis reported in this paper is to investigate how the students, in a student-centered pedagogical focus, perceive their own learning progress in e-peer feedback activities, including the effectiveness of the use of blogs for e-peer responses in an L2 writing class. Thirty-two second year Vietnamese students at a university in Ho Chi Minh City participated in a 15-week writing course. Data collection was from the 20-item questionnaire and eight semi-structured interviews. Results of the study revealed that when students perceived good progression in their writing skills when they got involved in e-peer feedback on the blog and their writing was longer after revisions. In addition, the students highly evaluated the use of blogs for e-peer feedback activities because of its usefulness and effectiveness.

Suggested Citation

  • Vu Phi Ho Pham & Ngoc Hoang Vy Nguyen, 2020. "Blogging for Collaborative Learning in the Writing Classroom: A Case Study," International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), IGI Global, vol. 10(3), pages 1-11, July.
    • Handle: RePEc:igg:jcbpl0:v:10:y:2020:i:3:p:1-11
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    Cited by:

    1. Vu Phi Ho Pham, 2021. "The Effects of Collaborative Writing on Students’ Writing Fluency: An Efficient Framework for Collaborative Writing," SAGE Open, , vol. 11(1), pages 21582440219, March.

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