Abstract
The paper will investigate efficacy and problems of using new internet linguistic resources especially Blog writing as a pedagogical tool for teaching writing skill to Indian students of M.A. First semester of (English Literature). A qualitative research will be undertaken to explore success/drawbacks of this learning/teaching tool to enhance their English writing skill. A group of 50 students of the above mentioned class will be registered on a Blog platform shared by teacher and students to facilitate continuous interaction, assessment, and evaluation. In this kind of teaching, learning will take place synchronously and asynchronously allowing teacher and learners to get engaged in an academic discussion. As this collaborative pedagogy promotes a different type of communicative dynamics, students feel free to share, comment and compliment and the feedback provided by the teachers prove motivating to the students for improvement. The case study will interrogate the applicability of this collaborating blog pedagogy in enhancing the learning process and find out the relationship between blogging behavior, learning outcomes and academic performance?
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