Review article
https://doi.org/10.15516/cje.v25i2.4721
A Systematic Review of Blogging Practices in Teaching EFL/ESL
Abdullah Arslan
orcid.org/0000-0002-3979-6371
; Shanghai International Studies University, School of Asian and African Studies
Abstract
21st century knowledge society, educators are naturally expected to be accountable for both creating innovative learning environments and designing educational facilities that enable students to gain 21st century skills in novel and appealing ways, in keeping with recent advances in ICT. Incorporating technological tools into EFL/ESL as a means to develop 21st century skills and English language skills in students has been a popular research topic in recent years. This review presents the first comprehensive qualitative analysis of whether the use of blogs is conducive to improving students’ 21st century skills, coupled with English language skills. Qualitative analysis of 53 reviewed articles reveals that blogging practices in EFL/ESL enhance collaborative, reflective thinking, and autonomous learning skills that are directly pertinent to 21st century skills. Although the implementation of blogging activities into EFL/ESL makes considerable contributions to students’ interpersonal, affective, and cognitive skills, it imposes such challenges as feedback concerns, teacher support, and arousal of negative emotions in English language students. Furthermore, given the research paradigm of the analysed articles, further research with undergraduate, graduate, and K-12 students based on more experimental research designs is warranted in terms of the effectiveness of blogging practices in the field.
Keywords
blogging; English language skills; 21st century skills; systematic review
Hrčak ID:
307014
URI
Publication date:
28.6.2023.
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