Onuma LAKARNCHUA, Punchalee WASANASOMSITHI

Onuma LAKARNCHUA Punchalee WASANASOMSITHI Chulalongkorn University Language Institute Chulalongkorn University

What Is Said And What Is Done: Efl Student Writers’ Perceptions Of Peer Feedback Through Blogs And Their Actual Use

The demand of responsibilities among teachers has evolved not only in classroom management but also to the extent of promoting communication and interpersonal skills. Social media is integrated in schools and higher learning institutions for communication and reflection of learning which enhance teachers’ performance in leadership quality and effective teaching. This study was designed in a qualitative approach mainly to explore the extent of interest and enjoyment students experienced during an intensive ICT course. Blog was used as a medium for reflection during the class where students posted their creations of videos, posters and other ICT materials. The three needs investigated were namely autonomy, competence, and relatedness support. The researcher further examined on students’ awareness of the usefulness of the ICT skill they learned and how much they can use the blog for teaching and learning. Based on the Basic Psychological Needs Theory framework (BPNT), this study has adopted the direct observation, journal entry, and interviews as a triangulation approach.

Keywords:

Qualitative Research Basic Psychological Needs Theory, Blog and Social Network.,

PDF

___

Crossman, J. M., & Kite, S. L. (2012). Facilitating improved writing among students through directed peer review. Active Learning in Higher Education, 13(3), 219-229. doi: 1177/1469787412452980
Derks, Daantje, Bos, Arjan E. R., & Grumbkow, Jasper von. (2007). Emoticons and social interaction on the Internet: The importance of social context. Computers in
Human Behavior, 23(1), 842-849. doi: 10.1016/j.chb.2004.11.013
DiGiovanni, E., & Nagaswami, G. (2001). Online peer review: An alternative to face to-face? ELT Journal, 55(3), 263-272.
Dippold, D. . (2009). Peer feedback through blogs: Student and teacher perceptions in an advanced German class. ReCALL, 21(01), 18-36.
Elwood, J., & Maclean, G. (2009). ICT usage and student perceptions in Cambodia and Japan. International Journal of Emerging Technologies and Society, 7(2), 65-82.
Gedera, S.D. (2012). The dynamics of blog peer feedback in ESL classroom.
Teachng English with Technology, 12(4), 16-30. Ho, M., & Savignon, S.J. (2007). Face-to-face and computer-mediated peer review in
EFL writing. CALICO Journal, 24(2), 269-290. Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qual Health Res, 15(9), 1277-1288. doi: 10.1177/1049732305276687
Kitchakarn, O. (2013). Peer feedback through blogs: An effective tool fo improving students’ writing abilities. Turkish Online Journal of Distance Education, 14(3).
Liang, Mei-Ya. (2010). Using synchronous peer response groups in EFL writing:
Revision-related discourse. Language Learning & Technology, 14(1), 45-64. Liou, Hsien-Chin, & Peng, Zhong-Yan. (2009). Training effects on computer mediated peer review. System, 37(3), 514-525. doi: 10.1016/j.system.2009.01.005
Liu, J., & Sadler, R. W. (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2(3), 193-227. doi: 10.1016/s1475-1585(03)00025-0
Mendonça, C.O, & Johnson, K, E. (1994). Peer review negotiations: Revision activities in ESL writing instruction. TESOL Quarterly, 28(4), 745-769.
Mishne, G., & Glance, N. (2006). Leave a reply: An analysis of weblog comments.
Paper presented at the Weblogging Ecosystem: Aggregation, Analysis and Dynamics, Edinburgh, UK. Nelson, G.L., & Carson, J.G. (1998). ESL students' perceptions of effective in peer response groups. Journal of Second Language Writing, 7(2), 113-131.
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30. doi: 10.1093/elt/cci003
Tsui, A.B.M., & Ng, M. (2000). Do Secondary L2 Writers Benefit from Peer
Comments? Journal of Second Language Writing, 9(2), 147-170. Wu, W. (2006). The effect of blog peer review and teacher feedback on the revisions of EFL writers. Journal of Education and Foreign Languages and Literature, 3, 125
Zhang, S. (1995). Reexamining the affective advantage of peer feedback in the ESL writing class. Journal of Second Language Writing, 4(3), 209-222.