Abstract
<p>Embedding web-based learning systems in education has drawn increasing popularity and growing interest among the contemporary language education community in recent time. In particular, blogs have become a profound phenomenon in the present landscape of online education. However, research addressing the instructor’s perspective about the engagement of blog technology in second language education is still lagging behind. The current study seeks to explore and survey the perspectives of six Malaysian academicians on the use of blogs in teaching English as second language to Malaysian students at higher education institutions. A qualitative approach was adopted to collect responses from the participants via a semi-structured interview. In addition, a checklist of features of the blog was used to investigate the blogging activities in the courses conducted by the participants. The collected data from the interview were analyzed qualitatively, whereas the blog checklist data were analyzed quantitatively. The obtained results indicated that the surveyed instructors had a positive reflection on using blogs in the teaching and learning of the English as second language.</p>
Highlights
In Malaysia, the adoption of Internet in education is constantly increasing with more technologically educated teachers entering the education field
Research among Malaysian academicians involved in blog-based English language education is still lagging behind (Izaham, 2008; Ismail, Ratan, Elias, & Mohd, 2015, Zarie & Supyan, 2016) and, the outcomes of their experiences and personal perspectives are not known nor communicated to other educators and researchers who want to explore, learn or apply the technology
Three types of instructors were categorized as sensed from interview analysis: 1) Instructors owning their personal blogs
Summary
In Malaysia, the adoption of Internet in education is constantly increasing with more technologically educated teachers entering the education field. Many of these new comers may not be aware of the pedagogical impacts of technology and the underlined challenges of using blogs in their daily teaching due to shortage in knowledge or experience, when considering the Malaysian environment. Research among Malaysian academicians involved in blog-based English language education is still lagging behind (Izaham, 2008; Ismail, Ratan, Elias, & Mohd, 2015, Zarie & Supyan, 2016) and, the outcomes of their experiences and personal perspectives are not known nor communicated to other educators and researchers who want to explore, learn or apply the technology. The knowledge on embedding blogs in language teaching and learning in the Malaysian situation remains unexplored widely
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