The effects of blog-mediated peer feedback on learners' motivation, collaboration, and course satisfaction in a second language writing course

• Published in: Australasian Journal of Educational Technology Vol. 30; no. 6; pp. 670 - 685
• Main Authors: Zhang, Haisen, Song, Wei, Shen, Suping, Huang, Ronghuai
• Format: Journal Article
• Language: English
• Published: Australasian Society for Computers in Learning in Tertiary Education 01.01.2014
• Subjects: Assignments; Blogs; China; College Students; Computer Mediated Communication; Cooperative learning; Correlation; Course Evaluation; Electronic Publishing; English (Second language); Feedback; Feedback (Response); Foreign Countries; Learning Motivation; Majors (Students); Mixed Methods Research; Peer evaluation; Postsecondary education; Qualitative Research; Satisfaction; Second Language Instruction; Second Language Learning; Self Concept; Statistical Analysis; Student Attitudes; Student motivation; Teaching Methods; University teaching; Writing exercises; Writing Instruction; Writing Skills; Writing teaching; China
• ISSN: 1449-5554; 1449-3098; 1449-5554
• DOI: 10.14742/ajet.860

This article reports on a study of using blogs as out-of-class assignments for the development of learners' writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. They were students at a university located in a metropolitan city in North China. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners' motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners' self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced. [Author abstract, ed]