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EFL Learners' Perceptions of Blog Assignments and Instructors' E-Feedbacks

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  • Mohammad Aliakbari

    (Ilam University, Ilam, Iran)

  • Saeedeh Mohammadi

    (Ilam University, Ilam, Iran)

Abstract

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.

Suggested Citation

  • Mohammad Aliakbari & Saeedeh Mohammadi, 2016. "EFL Learners' Perceptions of Blog Assignments and Instructors' E-Feedbacks," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), IGI Global, vol. 11(3), pages 1-16, July.
    • Handle: RePEc:igg:jwltt0:v:11:y:2016:i:3:p:1-16
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