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Blogging in French: reading and writing beyond the middle school classroom
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TitleBlogging in French: reading and writing beyond the middle school classroom
AuthorMoriarity, Andrea M.
Published2012
SubjectsFrench language--Study and teaching (Middle school)
French language--Computer-assisted instruction--Case studies
LocationArchives PC2066.M67 2012
NotesThesis (Master of Education in World Language Instruction)--Concordia College (Moorhead, Minn.), 2012.
Rights ManagementCopyright owned by Andrea M. Moriarity.
LanguageEnglish
AbstractWeb 2.0 technologies are continually emerging and they are being utilized more frequently in the classroom. Namely blogs have become popular choices for educators searching for a way to maximize learning outside of the classroom. Blogging appears to create a space for increasing student engagement, fostering positive language experiences and broadening a student's ability to use the target language outside of the classroom. This study looks at the advantages that reside in incorporating blogs in a middle school French language classroom with novice language learners. Results indicate that students held more positive perceptions about their ability to write in French; they were more motivated to write on the blog; and through knowledge sharing, co-constructed meaning as they wrote and exchanged ideas on the blog. Blogging is a tool that when utilized with novice adolescent language learners, will increase motivation, cultivate a positive perception in their ability to write, and foster peer learning in a space that extends beyond the classroom.
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