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

Vu Phi Ho Pham and Ngoc Hoang Vy Nguyen
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Vu Phi Ho Pham: Industrial University of Ho Chi Minh City, Vietnam
Ngoc Hoang Vy Nguyen: Van Lang University, Vietnam

International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 2020, vol. 10, issue 3, 1-11

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.

Date: 2020
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