Student and teacher perceptions on benefits and challenges of using blogs in english in foreign language reading classes

Aydan, Lütfiye Seda
This study investigated the benefits and challenges of using blogs in English as a Foreign Language (EFL) reading classes. The study also examined the possible solutions to the challenges of using blogs in reading classes. The study was conducted with 104 pre-intermediate students and five instructors of English at the English Preparatory School of a private university in Turkey in the spring semester of the 2012-2013 academic year. The data for this study were collected through a questionnaire administered to students and interviews with teachers. The questionnaire was administered to the students after they had used blogs in their reading classes in the fall and spring semesters. Then five instructors were interviewed about the benefits and challenges of using blogs in reading classes and their suggestions to overcome these challenges were investigated. The findings of the study indicated that blogs provided many advantages to the students, especially for improving various skills such as reading and writing and vocabulary and grammar knowledge. They also motivated students to attend reading classes more actively and to do more research on the topic. However, results also showed that there were important things to consider on the blogs. These include the choice of topics, access to the Internet, ineffectiveness of blogs for listening and speaking classes. Grading was also brought up as a challenge on the blog. As solutions to the challenges, adding more pictures, videos, and links and listening texts to the blog, giving clearer instructions on the blog and supporting them with examples, providing the necessary infrastructure for internet connection at school, and sharing the grading rubric with students at the beginning of the semester were recommended.


Perceptions of ELT pre-service teachers toward alternative assessment via web 2.0 tools: a case study at a Turkish State University /
Cirit, Nazlı Ceren; Savaş, Perihan; Department of English Language Teaching (2014)
This study aimed at learning the participants’ perceptions of computer-assisted language learning, online extensive reading and vocabulary learning through online extensive reading before and after an online extensive reading program. Besides, in the study to what extent the program helped the participants develop their vocabulary incidentally was investigated. The study was performed at TÖMER, Gazi University, and 50 English as a foreign language learners took place in the study. To get data on the student...
Facilitating english as a foreign language learners’ vocabulary learning, task completion and contextual vocabulary exploration processes in a mobile supported situated learning environment
Uz Bilgin, Çiğdem; Tokel, Saniye Tuğba; Yalçın, Şenöm Tuğba; Department of Computer Education and Instructional Technology (2016)
The aim of this study was to investigate how vocabulary learning, task completion, and contextual vocabulary exploration processes of English as a Foreign Language (EFL) learners can be facilitated in a mobile supported situated learning environment. METU Science and Technology Museum which is a large, open space populated with interactive science exhibits was chosen as an authentic learning environment. Mobile system which includes instructions of the experiments and also provides dictionary and visual def...
Effect of a culturalist versus an interculturalist approach in ELT on Turkish EFL teacher candidates‟ proteophilic competence
Tekin, Mustafa; Seferoğlu, Gölge; Department of English Language Teaching (2015)
This thesis reports a quasi-experimental study on the effect of taking a native-speakerist/culturalist versus critical ELF-informed/interculturalist approach in ELT on a group of English as a Foreign Language (EFL) teacher candidates’ proteophilic competence (PC). The quantitative data were collected through the Proteophilic Competence Survey (PCS), English Varieties Attitude Survey (EVAS), ELF Opinion Survey (ELFOS) and a Listening Comprehension Test (LCT). The qualitative data were collected by means of i...
Webinars as instructional tools in english language teaching context /
Başaran, Banu Çiçek; Savaş, Perihan; Department of English Language Teaching (2014)
This study investigated the use of webinars as instructional tools in English language education. This study also examined the benefits and challenges of using webinars in ELT, the potential of webinars for language education, and pre-service teachers’ beliefs about webinars in comparison with face-to-face education. Forty pre-service language teachers studying at a public university have participated in this study. Both qualitative and quantitative methodologies have been followed. Two questionnaires and o...
EFL instructors’ cognitions and actions in relation to foreign language learning and teaching processes
Öztürk, Mustafa; Yıldırım, Ali; Department of Educational Sciences (2014)
The purpose of this study is to investigate EFL instructors’ language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners; and language teaching actions with respect to pedagogical inclinations, instructional planning, error correction, learner-centeredness, and personal and professional development. The study also aims to describe the patterns of the relationships existing among those variables and examine the sources contributing to teachers’ cogn...
Citation Formats
L. S. Aydan, “Student and teacher perceptions on benefits and challenges of using blogs in english in foreign language reading classes,” M.S. - Master of Science, Middle East Technical University, 2014.