Developing Writing Through Blogs and Peer Feedback

Authors

  • Oscar Mauricio Gómez Delgado Profesor Asistente - Universidad El Bosque
  • Jermaine S. McDougald Universidad de La Sabana

DOI:

https://doi.org/10.17533/udea.ikala.16196

Keywords:

peer feedback, coherence, writing, information technology, teacher education

Abstract

Results are presented from a study conducted online with a population of students of an English teacher education program. The study inquired into the role that peer feedback played in the development or maintenance of coherence in non-fictional narrative blog writing. Participant students produced narrative blog entries and peer feedback, which were double-assessed to establish the possible relationship between feedback and coherence. Learner's logs were also kept to obtain second-order data. Findings suggest that peer-feedback and blogging can act as boosting factors to enhance or maintain levels of coherence in text, through the shaping of students' cognition and affection. The potential is revealed of student-centered strategies to enhance learning and foster autonomy through a higher degree of student's control over learning. In addition, it is proposed that new language assessment paradigms be applied in the classroom, acknowledging students as a valid and reliable source of assessment information.

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Author Biographies

Oscar Mauricio Gómez Delgado, Profesor Asistente - Universidad El Bosque

Oscar Gómez Delgado is a specialist in the area of ELT. He holds a Bachelor's Degree in English Language Teaching and a Specialist's Degree in University Teaching from Universidad Industrial de Santander. He also holds a Master's Degree in ELT from Universidad de La Sabana. He works as an Assistant Professor at Universidad El Bosque, in Bogotá. His research interests include ICT in education, writing, grammar, and EIL.

Jermaine S. McDougald, Universidad de La Sabana

Jermaine S. McDougald holds a
M.A. in Teaching English as a Foreign Language from Jaen University, a
Specialization in Educational Management from Universidad de la Sabana and a Specialization in University Teaching from Universidad El Bosque. At present he is the Director of the Master ´s Program and Managing Editor of the Latin American Journal of Content & Language Integrated Learning (LACLIL), at the Department of Languages and Culture’s at Universidad de la Sabana. His research interest include CLIL, Content based Instruction, Teacher Training and International Education. He is a member of the Research Group: LALETUS – Language Learning and Teaching from Universidad de La Sabana

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Published

2014-02-12

How to Cite

Gómez Delgado, O. M., & McDougald, J. S. (2014). Developing Writing Through Blogs and Peer Feedback. Íkala, Revista De Lenguaje Y Cultura, 18(3), 45–61. https://doi.org/10.17533/udea.ikala.16196

Issue

Vol. 18 No. 3

Section

Empirical Studies

License

Copyright (c) 2013 Íkala, Revista de Lenguaje y Cultura

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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