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

Autor/inn/en	Aliakbari, Mohammad; Mohammadi, Saeedeh
Titel	EFL Learners' Perceptions of Blog Assignments and Instructors' E-Feedbacks
Quelle	In: International Journal of Web-Based Learning and Teaching Technologies, 11 (2016) 3, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-1093
DOI	10.4018/IJWLTT.2016070101
Schlagwörter	Electronic Publishing; English (Second Language); Second Language Instruction; Feedback (Response); Web Sites; Assignments; Teacher Attitudes; Protocol Analysis; Journal Writing; Semi Structured Interviews; Foreign Countries; College Students; College Faculty; Educational Technology; Technology Uses in Education; Iran + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Web-Design; Assignment; Auftrag; Zuweisung; Lehrerverhalten; Zeitschriftenaufsatz; Ausland; Collegestudent; Fakultät; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
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. (As Provided).
Anmerkungen	IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: http://www.igi-global.com/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01