Abstract
Computer and internet technology brought about innovative changes of students life especially their leisure time after class. In light of this, the purpose of this study is to explore learners’ participation of blog-based language learning in their independent learning in order to suggest a motivated and collaborative environment to communicate. The data for this study were collected through questionnaires and interviews and most importantly, the learners’ participation record of tutor blog from 30 second year students in Beijing Wuzi University in China. The questionnaire is designed to analysis learners’ computer literacy and their attitude towards vlog as an independent language learning too while they are doing the assigned tasks by teachers. The tutor blog experimental survey is to collect data which reflect learners’ participation status when they are told to do so after class. The overall findings of the survey show that the majority of respondents have a positive understanding about vlog-based language learning. Students are willing to finish their tasks and enjoys the sense of achievements. But some of them are less motivated in participating and publishing their ideas in the tutor vlog community, regardless of computer literacy levels. The followed interview shows that this is partly because they are lack of language awareness and communicative skills since they emerged so long in the traditional education system which takes teachers as the only source of knowledge.
Highlights
By allowing for instant publishing and creating a space for dialogue between writer and audience, vlogs are generating interest in education especially in the second language (L2) acquisition
The convergent quantitative and qualitative data of the study indicated that learners are interested in vlog but some of them are frustrated in their attempts to learn more from CALL. [5, 6]
BBLL can be summarized as a rich, useful and interesting resource that provides students a opportunity to communicate with others to polish their target language skills outside the classroom
Summary
By allowing for instant publishing and creating a space for dialogue between writer and audience, vlogs are generating interest in education especially in the second language (L2) acquisition. These features derive some of the attentions of Language professionals, are still new to most EFL teachers. Chinese government has allocated more resources to develop computer literacy and issued policies to encourage teachers at each level make use of computer and internet in their teaching practice. The challenge for EFL practitioner to decide how to apply the use of Information Technology (IT) especially web resources into the existing lesson planning, curriculum to facilitate learning. The main purpose lies on Chinese learners’ attitude and participation of vlog-based language learning in their L2 self-study under Chinese context
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