Lector univ. Dr. Anisoara POP
Universitatea "Dimitrie Cantemir", Târgu-Mureş
Lector univ. Dr. Susana GÓMEZ MARTINEZ
University of Valladolid, Spain
(.......)
V. Conclusion
The paper brings qualitative evidence that social asynchronous technologies such as
blogs can surpass inherent writing-in-English triggers (motivation, lack of professionally
relevant, needs-coping and challenging tasks and tools, fear to communicate, optional
presence at class activities).
Preliminary outcomes and interviews with the students revealed that they were
extremely motivated to put forward their ideas, consider others’ contributions and respond to
them, which is the kind of interaction that constitutes true written communication.
The implication for language teachers is that blogs can be employed as an alternative
out-of-class tool able to stimulate written communication in English. Blog writing could be
appealing to teachers who consider adding some new, interactive and stimulating components
to their EFL teaching of adult students.
To conclude, writing can be moved into the 21st Century and with individual blogs
students have an opportunity to discover the joy of communicating their ideas, to feel
enthusiasm for writing and to get feedback from a real audience. Although it is not expected
that all your students will take to blogging, their going public increases transparency of our
work and at the same time their own awareness, responsibility, and above all motivation,
enthusiasm, and therefore growth.
PICTURE FROM: http://comicjock.com/2007/02/13/blogging-humor/SOURCE:
http://www.upm.ro/facultati_departamente/stiinte_litere/conferinte/situl_integrare_europeana/Lucrari3/engleza/69_Anisoara%20Pop%20&%20S.Gomez.pdf
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