The untold story: A language teacher’s experience in a blog-assisted writing classroom

Ming Huei Lin


Classroom blogging has been in use for more than a decade. A great number of research papers have been conducted to investigate its effects on student learning or students’ attitudes towards it. However, the understanding of teachers’ experience in a blog-supported classroom is rather limited. This paper is thus given the aim to expose teachers’ teaching experience in a blog-assisted teaching setting. The participant involved in this paper was a teacher-researcher who had one-year experience teaching English writing to ESL undergraduates using blogs for a year. The teacher-researcher’s weekly journal regarding this teaching approach throughout the year was collected for data analysis. The result show that teaching with the use of blog was rather time-consuming, which was mainly caused by technical issues rather than the teaching itself. More importantly, the teacher-researcher conceded that he failed to see his efforts being paid off by students’ learning output, which left him in great disappointment about blog use in class.


classroom blogging, ESL writing, blog assisted language learning

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