This thesis attempts to synthesize current empirical studies on using blogging writing in English as a Foreign Language (EFL) writing classes. Even though there has been an increasing amount of research on the use of blogging in writing instruction, little is known about how language learners use blogging for improving writing skills and how they experience the L2 writing process in blogs, especially inside and outside the EFL classroom. The purpose of this thesis is to investigate and analyze how blogging contributes to the learning of L2 writing. This study synthesizes twenty peer-reviewed empirical studies, published between 2005 and 2016. This review begins with an analysis of different types of blogs used for EFL learners. This is followed by an investigation of purposes and topics that learners engage in while using blogging, and the relationship between the two. The article then turns to examining advantages and challenges of using blogging writing inside and outside EFL classrooms. The twenty empirical studies show that EFL learners use certain types of blogs for achieving their primary goal, improving writing in English. While blogging in diverse topics, such as current social issues and learners' daily lives, learners interact with others and this motivates them to write more meaningful and high-quality postings for audiences. Most research shows that the use of blogging writing improves EFL learners' writing ability. Learners can be motivated to write, manage the anxiety of writing in English, and interact with others in blogging writing. Finally, implications for research and teaching will be provided for future researchers to consider for studying blogging writing for EFL learners.

The pace at which technology changes has created unique challenges in the integration of such technologies into language teaching and learning. Innovative pedagogies and strategies must be developed that adapt to these changes and accommodate future technological changes. Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning is an essential research publication that focuses on technological influences on language education and applications of technology in language learning courses including foreign and second language learning. Featuring an array of topics such as artificial intelligence, teacher preparation, and distance learning, this book is ideal for teachers, language instructors, IT specialists, instructional designers, curriculum developers, researchers, education professionals, academicians, administrators, practitioners, and students.

Since the turn of the century the use of computer-mediated-communication (CMC) has become more widespread in educational contexts and weblogs (blogs), one of the more popular forms of CMC (Bloch, 2007), have been the focus of numerous studies. However, whilst these studies have listed the potential benefits of blog use for language learners, few studies have offered any practical tips for educators who wish to implement the use of writing blogs in the EFL classroom. Moreover, the vast majority of studies have focused on the use of blogs with relatively high-level learners in academic contexts. This small-scale study focuses on how the use of blogs impact on the writing of a group of low-level learners in a tertiary EFL context in Chile. Moreover, it presents a tentative model to explain the different factors that contribute to writing development using weblogs as these learners grapple "not only with a written code but with a linguistic code that is still being acquired" (Raimes, 1985: 232). The findings report that blogs have the potential to aid low-level learners develop their L2 writing, and a number of suggestions are made that may help practitioners facilitate the process.

Educational Psychology: Constructing Learning 6e sets the standard for educational psychology texts in Australia and New Zealand, with its comprehensive, authoritative and research-based coverage of the subject. This edition includes completely updated content to reflect recent advances in the discipline, including revised theory into practice features from 39 international developmental psychologists. The author has retained the constructivist approach that made previous editions so engaging and relevant to student teachers, and content has been constructed around the new Australian Profession Standards for Teachers.