| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 347996 | Computers and Composition | 2012 | 12 Pages |
Abstract
► I discuss the extent to which blogs encourage peer interaction and affect writing achievement in undergraduate EFL learners. I address whether EFL learners prefer blogs because of their effectiveness, or because it is different from conventional teaching approaches. The blog-based peer review activities may serve as an activity in writing courses to encourage students to re-think and revise their writings. It provides positive experiences for both the students and the instructor. Blogs can serve as positive platforms for peer review activities in EFL writing classrooms.
Related Topics
Social Sciences and Humanities
Arts and Humanities
Language and Linguistics
Authors
Kate Tzu-Ching Chen,