How I would use blogs and twitter in an EFL class

An increasing interest to using blog for pedagogical purposes suggests its application in teaching and learning English. As an EFL T, I am going to use this tool for pedagogical purposes as I acknowledge its benefits which include: fluency and accuracy in writing, collaboration, social learning, authenticity, sharing ideas, real communication, increase in sense of responsibility and self-improvements, motivation, peer-reviewing, online portfolio, different levels of language proficiency, etc. For example, I will use blogging with undergraduate students studying English at the university. First, I will explain to them the purpose for and application of blog writing and Twitter in their language learning. Then, they will have practice over one semester when on a regular basis they will have to produce both personalized and reflective writing on the content around which the interaction should happen. The evaluation of the Ss’ work will be based on process and post-process approach and on certain criteria, such as evidence of supplementary reading , style transference, self-quotation for clarification, and organization of content.

With the help of RSS, I can easily keep track of my Ss’ blog activities in one site without manually visiting every individual weblog.

Certain challenges I might encounter in this process can be: Ss’ lack of interest, inappropriate peer feedback, correcting Ss’ errors, the selection of appropriate topics, and distraction. To avoid these challenges, using blogs should be customized to the needs of the program, pedagogical design, the interest of Ss and proficiency level. It is essential that Ss be explained the purpose of blogging and how it is used.  Also, they need to learn how to give effective feedback to each other. Ts must use this tool in the way that meets Ss’ needs and interests.