The use of weblogs in language education Thomas Raith, 2009 How far Web 2.0, weblogs in particular, have changed foreign language learning? This paper presents the findings on a qualitative study on the relationship between audience of Web 2.0 and learners’ writing process

Weblogs Weblogs is the social software application that has gained the most attention in recent years. Since the introduction of blog-hosters in 1999, weblogs have become more accessible, thus their use increased dramatically . In 2007, there were 70 million weblogs and 120.000 new blogs were being created.

Web 2.0 and the transformation of language learning Warschauer (2004): three stages of CALL (Computer Assisted Language Learning) since 1970 Structural CALL: Uses drilling and practice activities focusing on correct language use. Audio lingual and communicative approaches. Computer assisted communicative exercises. Integrative CALL: a socio-cognitive approach and uses computers for authentic discourse. This is enhanced by web 2.0 so technology is now used for real communication.

Web 2.0 and Multiliteracies Web 2.0 has created new genres, new users, new identities. Bloggers construct content, are part of a discourse community and blogs serve as an important source of information. Intercultural communicative competence: hypertext as a nonlinear and multimodal environment. They are embedded in cultural diversifications. FL teachers must be prepared for these environments. So new teaching methods are required.

Web 2.0 and Language learning Web 2.0 is a read/write web and the reader can interact or become the author. They become part of a discourse community and interact in a complex multimodal setting. These new identities and interactions require a wider use of language that goes beyond linguistic skills, because language learning must be viewed from the lenses of multiliteracies. Collaboration with an audience is not bound to the classroom anymore. Genuine audience can motivate students in the writing process.

Classification of blogs Campbell (2003): Types of blog: Tutor blog, learner blog, class blog Richardsons (2006): They are used for different purposes: A class portal An online filing cabinet, E-portfolio, A collaborative space for knowledge management and articulation

Traditional writing vs. Blogging Writing stops, blogging continues Writing is inside, blogging is outside Writing is monologue, blogging is conversation Writing is thesis, blogging is synthesis Blogging is a new way of writing = writing as a social interaction

Weblog and FL teaching Weblogs demand new genres and new literacies. Weblogs can be used in the FL classroom for interactive language learning following a sociocultural paradigm. Weblogs have the potential to extend the audience beyond the classroom and to create new writing communities.

Approaches to researching and teaching writing (Hyland, 2002) 1. Structuralism: Correct arrangement of elements. language learning does not depend on particular writers or readers but on correct forms. 2. Process writing: The writer and the process of creating texts. Learning writing is a process. It is a writer- oriented process. 3. Purpose-audience: Writing has a purpose and audience. Interaction between the writer and the reader. Writing is a social construction, the writer is a member in a community

Sociocultural approach in FL Teaching writing as interaction in a discourse community is one way of implementing the sociocultural approach to the FL classroom. The central concept of sociocultural theory is mediation of higher forms of mental activity. In FL, this mediation occurs through interaction with others or artifacts such as technology. Through interaction meaning is negotiated. There is not distinction between use and knowledge of FL (Ellis, 2003) Experts provide support and help learner reach other levels. Teaching and learning writing using a sociocultural approach means providing learners with opportunities to engage in collaborative discourse communities with the goal of social interaction.

The study A comparative study: How an online audience influences students in their writing of a reading journal. 29 single case studies. Each accomplished a task: writing a reading journal. 10 students wrote in weblogs (immediate audience) and 19 wrote paper reading journals (abstract audience). Data: students’ journals, two questionnaires, and a guided interview.

Findings 1. Students had a general awareness of audience that they associated with weblogs but not with paper journals. 2. Students’ text classified into three categories: Summaries of chapters Summaries of the chapters with added opinion Personal comment with summary included 3. Students who wrote weblogs expressed to a much higher degree their opinions, attitudes and personal thoughts. However, language was not necessarily better in terms of language accuracy. 4. 80% of the blog writers see an influence of the audience on their writing whereas 33% of the paper journal writers can see an influence of the audience. 5. The majority of paper journal students saw the online audience as a main reason for more reflective and personal writing.

Conclusions Awareness of audience: In weblogs, students are aware of the audience and it influences their writing. Audience is not an artificial construction. Meaningful communication. Students in the weblog expressed their personal opinions and attitudes to a considerably higher degree instead of simply reproducing content through summaries of content.