Blogging in a teaching skills course for pre-service teachers of English as a second language

Ozkan Y.

AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, vol.27, no.4, pp.655-670, 2011 (Journal Indexed in SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 27 Issue: 4
  • Publication Date: 2011
  • Page Numbers: pp.655-670


Few question the benefits technology provides for learners, teachers and administrators. Yet, few touch on what undesirable effects it may have on individuals' educational and social wellbeing. Based on this premise, this study aims to provide a fair picture of a group of English Language Teaching (ELT) students reflecting on their experience drawn from a blogging facility used as a platform for sharing and commenting on peer performance in classroom setting. The participants consisted of prospective teachers of English who were being educated at the ELT Department of University of Cukurova, and received a two-term (eight months) course of Teaching Language Skills in 2008-2009 and 2009-2010 academic years. Following each course session, participants were invited to make comments on a blogging platform; at the end of each term, all expressed individual perceptions on this experience, both on the blog and in face to face interviews, some coming up with positive and some with negative views. The study may have significant implications for courses aiming to make use of this facility as part of the syllabus.