Learners’ Perception Of Blended Writing Class: Blog And Face-To-Face

Aysel BAHCE; Nazmi TASLACI

Article Details

Learners’ Perception Of Blended Writing Class: Blog And Face-To-Face

Authors:

Aysel BAHCE | Nazmi TASLACI

Publisher:

Anadolu University

Journal:

Turkish Online Journal of Distance Education 2009 Vol.10 Issue 4, pp.188-202

Document Type:

Article

Publication Date:

11/2009

Document Language:

English

Document ID (Org No.):

2000783654

Frequency:

Quarterly

pISSN:

1302-6488

Abstract:

 

The purpose of this research was to investigate student perception of blended writing classes. It was conducted with intermediate level EFL learners in the preparatory school at Anadolu University. Data consisted of student reflections. The first reflection aimed at finding out learners’ perception of fall term writing lessons, and, the instant and final reflections aimed at finding out learner perception of blended writing lessons. Although learners’ perception of writing lessons was negative in the first reflections, they changed into positive in the latter ones. The findings indicated that blended writing class had changed students’ perception of writing lessons positively. Therefore, this kind of classes may help students develop a positive attitude towards writing by providing meaningful writing opportunities.

Article Details

Learners’ Perception Of Blended Writing Class: Blog And Face-To-Face

Authors: Aysel BAHCE | Nazmi TASLACI

Publisher: Anadolu University

Journal: Turkish Online Journal of Distance Education 2009 Vol.10 Issue 4, pp.188-202

Document Type: Article

Publication Date: 11/2009

Document Language: English

Document ID (Org No.): 2000783654

Frequency: Quarterly

pISSN: 1302-6488

Issues

Authors:

Aysel BAHCE | Nazmi TASLACI

Publisher:

Anadolu University

Journal:

Turkish Online Journal of Distance Education 2009 Vol.10 Issue 4, pp.188-202

Document Type:

Article

Publication Date:

11/2009

Document Language:

English

Document ID (Org No.):

2000783654

Frequency:

Quarterly

pISSN:

1302-6488