Beteiligte: | , |
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In: | International Journal of Web-Based Learning and Teaching Technologies, 11, 2016, 3, S. 1-16 |
veröffentlicht: |
IGI Global
|
Medientyp: | Artikel, E-Artikel |
Umfang: | 1-16 |
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ISSN: |
1548-1093
1548-1107 |
DOI: | 10.4018/ijwltt.2016070101 |
veröffentlicht in: | International Journal of Web-Based Learning and Teaching Technologies |
Sprache: | Ndonga |
Schlagwörter: | |
Kollektion: | IGI Global (CrossRef) |
<p>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.</p> |