Publication:
Blogging for Collaborative Learning in the Writing Classroom
Blogging for Collaborative Learning in the Writing Classroom
| datacite.subject.fos | oecd::Social sciences::Educational sciences | |
| dc.contributor.author | Vu Phi Ho Pham | |
| dc.contributor.author | Ngoc Hoang Vy Nguyen | |
| dc.date.accessioned | 2022-11-03T08:23:37Z | |
| dc.date.available | 2022-11-03T08:23:37Z | |
| dc.date.issued | 2020 | |
| dc.description.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. | |
| dc.identifier.doi | 10.4018/IJCBPL.2020070101 | |
| dc.identifier.uri | http://repository.vlu.edu.vn:443/handle/123456789/808 | |
| dc.language.iso | en_US | |
| dc.relation.ispartof | International Journal of Cyber Behavior, Psychology and Learning | |
| dc.relation.issn | 2155-7136 | |
| dc.relation.issn | 2155-7144 | |
| dc.subject | E-Peer Feedback | |
| dc.subject | Global and Local Areas | |
| dc.subject | Peer Response | |
| dc.subject | Revision | |
| dc.subject | Writing Quality | |
| dc.title | Blogging for Collaborative Learning in the Writing Classroom | |
| dc.type | journal-article | |
| dspace.entity.type | Publication | |
| oaire.citation.issue | 3 | |
| oaire.citation.volume | 10 |