Online Collaborative Writing for ESL Learners Using Blogs and Feedback Checklists

Grami Mohammad A. Grami

Abstract


This paper reports on the experience of seven Saudi female ESL students who worked collaboratively in an interactive online writing environment over a period of four weeks. It chronicles their experiences with online writing tasks, documents their responses to online feedback, and examines their attempts to cope with different settings and audiences. It was found that interactive features of weblogs helped establish a valid peer review culture as an integral part of collaborative writing. The experience also helped develop critical thinking and ability to identify target audience. In general, students’ attitudes were positive and participants exhibited a desire to incorporate similar tasks in upcoming ESL writing classes. It is therefore recommended that educational authorities and teachers should solicit online resources more often.


Full Text: PDF DOI: 10.5539/elt.v5n10p43

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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