Can Blogs Facilitate Students‘ Writing? Revisiting the Use of Blogs in EFL Writing Instruction

Abstract

The integration of blog into foreign language learning and writing instruction in particular has received tremendous attention among researchers and teaching practitioners. This type of web 2.0 technology is considered suitable for pedagogical writing practices due to its multimodality features that promote multi-way interactions and collaborations. However, some issues emerge regarding its integration, one of which includes its effectivenes in improving students‘ writing. This paper thus aims to critically review the use of blogs as a pedagogical tool for writing in an English as a Foreign Language (EFL) context and some issues regarding its use. It reflects on relevant theories and previous empirical studies on the use of blogs in writing and its potentials in facilitating students’ writing. Implications on how to integrate blogs into EFL writing instruction are postulated.