BLOGS IN THE GREEK EFL CLASSROOM:
STUDENTS’ ATTITUDES, PARTICIPATION
AND MOTIVATION Ginα Paschalidou
EFL Teacher, State Secondary Education
Making Research in Second Language Acquisition Usable for Instruction and Instructors
November 1-2, 2014New York College, Athens
THEORETICAL BACKGROUND
New literaciesBlended learning
SocioconstructivismAffective parametres
Blogging
AFFECTIVE VARIABLESMotivation
Performers with high motivation generally do
better
Self-confidence Performers with self-confidence and a good self-image tend to do
betterAnxiety Low anxiety encourages learning,
whether it is personal or classroom anxiety. Krashen, 1982)
SOCIOCONSTRUCTIVISM• the theory of learning where knowledge is constructed in social settings putting emphasis on/through interaction, negotiation and collaboration
• (Vygotski, 1978)
definition
• learner-centred• active role of learner decision-making• meaningful learning• authentic tasks and settings• ownership and authorship (Jonassen, 1994)
• critical and reflective thinking• feedback and response• learning takes time, so opportunities to learn should be many
• (Bonk & King, 1998; Kanselaar, 2002; Palincsar, 1998)
its principles/considerations for the teacher
TRADITIONAL VS NEW LITERACYtraditional concept of literacy multiple literacies
(Leu, Kinzer, Coiro, Cammack, 2004)
Foundational literacies
New literacies
phonemic awareness digitalword recognition technologicalvocabulary visualcomprehension mediagrammar informationsyntax globaletc… etc…
BLENDED LEARNING
• a hybrid format of face-to-face and on-line learningdefinition
• setting specific learning goals and objectives
• design pedagogically sound material
• the delivery mode should be a servant to the goals
its principles/considerations for
the teacher
BLENDED LEARNINGdifferent types and toolsLearning Management Systems (LMS), blogs, wikis, video-conferencing, forums, social networking, curation tools, digital dictionaries, concordancers
benefits/reasons for its implementation to motivate (Guilloteaux & Dornyei, 2007)
to cater for learners’ individual pace and style
to provide extra learning time at home to reduce face-to-face learning time by compensating it with on-line learning time
BLOGS IN EDUCATION• journal-like web pages frequently updated by the author’s entries, which appear in chronological order and can be commented on by readers
definition
• practice reading, writing and listening/viewing and improve language skills
• manipulation of authentic resources• provide a potential real audience• double role of audience and author• authorship and creativity• enhance critical thinking• facilitate interaction, reflection and personal expression
(Vlachos, 2009)
benefits/reason for their use
THE LEARNING SITUATION
The learning context and students’ profile
The problemThe aims
The proposed solution
LEARNING CONTEXT & STUDENTS’ PROFILE Large highly-esteemed Junior High School
In a provincial town near Athens No possibility of using the computer lab due to school schedule restrictions
Age 12-13 years old Grade A’ Level of competence B1-B2 Number 24
THE PROBLEM
textbook: quite easy and unchallenging for the students, its level below the average student
in-class time: limited, especially after its recent reduction from 3 to 2 hours/week
THE AIMS interacting at a more appropriate level
interacting through more relevant and interesting material
meeting more often
THE RESEARCH HYPOTHESES
What are the students’ attitudes about blogging before and after the use of the blog?
How can blogs enhance participation?
How can blogs motivate and engage learners?
INSTRUMENTS
pre-test: informal oral questionnaire
teacher’s observations and record keeping
post-test questionnaire
BLOG’S PROFILE
optional use duration: 2 months the home page, the suggestions tab, the stories tab and the poems tab
20 posts & suggestions & an obligatory activity
http://www.ourflippedclassroom.blogspot.gr/2014_03_01_archive.html
BLOG’S PROFILE Types of activities/posts
obligatory activity
festivals and celebrations
opinion-personal expression
video–viewing comprehension
word games
open-ended questions
students’ suggestions for improvement
expanding class material
THE PRE-TEST What’s your opinion of the textbook?easy too easy, boring, it’s great, I like it
Would you like to supplement it with other activities?
23/24 What about using our personal computers and internet access at home and have a class blog?
20
4Chart Title
yesI don't know
OPTIONAL ACTIVITIES:COMMENTS AND SUGGESTIONS 64 comments in total 25 teacher comments 39 student comments
9 distinct learners 7/9 were “regular participants” 3/7 regular participants provided suggestions
25
39
teacher'sstudents'
OBLIGATORY ACTIVITY: STORY
5/7 of regular participants + 7 new students
12 stories were submitted/24 expected
PARTICIPATION: FREQUENCY OF STUDENTS’ COMMENTS AND SUGGESTIONSRegular participants No. of
commentsNo. of suggestions
total
Student1 3 1 4Student2 5 0 5Student3 5 0 5Student4 4 2 6Student5 7 0 7Student6 7 0 7Student7 1 2 3
37average 5,2
8
PROGRESS OF REGULAR PARTICIPANTS’ COMMENTS
1 2 3 4 5 6 7 8 9 101112131415161718192021222324250123456789
10
no of comments
STUDENTS’ ATTITUDES BEFORE AND AFTER
yes no I don'... I don'...02468101214161820
20
0
4
0
15
3
0
5
attitude before
FREQUENCY OF PARTICIPATION
many times a ...
once or twice a ...
once a week
once or twice in to...
never0
2
4
6
8
10
12
1
5
11
0
6
0 0
7
5
11
readingwriting
REASONS FOR LIMITED PARTICIPATION
not enough time
forgot it couldn't find it
don’t know how to use
it
012345678
7
34
2
REASONS FOR AVOIDANCE-DISCOURAGEMENT
always
sometimes
never
I haven' tried it
0
1
2
3
4
5
6
7
8
98 8
0
5
Did you find the blog easy to use?
yes, definitely
quite comfor...
not at all0
1
2
3
4
5
6
7
8
9
10
7
9
7
Did you feel comfortable using the blog?
ENGAGEMENT
I can't remember
I haven't visited it
poems, stories
about Easter01234567
65
4
2
What was the most memorable thing that you’ve read?
CONCLUSIONS the initial positive attitude weakened the majority did not participate - the novelty did not motivate
for the ones that did participate there was not intense participation
their participation and motivation gradually declined and for some students vanished
engagement was quite non-existent or superficial-they could not identify with the blog and have a sense of ownership
they were engaged deeply with what they created
compulsory activities motivated them more
CONCLUSIONS cannot take responsibility of their own learning-excuses
they lack the technological skills we attribute to them
they prefer games, pleasant news, stories to read or write
they prefer interacting and sharing with classmates rather than with others/strangers
the ones who do prefer it, feel quite strongly about it therefore they mention it in their preferences
A MODEL FOR EFFECTIVE BLOG USE IN EFL
technological
enhancement
compulsory nature
time frame responsibility &
creativity
optimal students’ profile
TECHNOLOGICAL ENHANCEMENT enhancement of technological literacy - some of the lessons should be held in the lab for hands-on practice learn how to create avatars create a Gmail account how to write a comment, select a profile (google or name/url) and submit it
how to reply how to get notifications how to join the site
infuse digital citizenship awareness of digital footprint (protection of real identity)
respect to copyright laws and creative commons
COMPULSORY NATURE incorporation into the core subject of English as an integral part
setting minimum number of posts each week
setting minimum number of comments to others students’ posts each week
setting some specific deadlines for posts/projects
RESPONSIBILITY & CREATIVITY
assigning specific roles to some students, e.g. administrators mentors
contributing ideas and suggestions for future application on the blog
selecting some of the topics of the contributions and/or the modes of deliverance
Thank you
[email protected] [email protected]
http://www.ourflippedclassroom.blogspot.gr
https://docs.google.com/forms/d/1ro_3XONxw82WYZsu4SW6xDKLpaaxkIuBPkYLZK0tDp4/viewform
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