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- W2464235879 abstract "The use of blogs in EFL settings considerably supports learner-centered interactive learning and constructivist environments. Moreover, using blogs to provide instructor's feedback has a crucial role in the language learning process. The present study aimed to explore Iranian EFL learners' perceptions of blog assignments and instructor's e-feedbacks thereof. To this end, assignments were established and teacher's feedbacks were transmitted via the blogs for a period of one educational semester. Data were triangulated and collected using think-aloud protocols and reflexive journals during the semester, as well as semi-structured interviews at the end. Data analysis through grounded theory further revealed six major categories: educational effects, psychological effects, technological effects, social effects, teacher's traditional feedbacks vs. e-feedbacks, and students' preferences of e-feedbacks. Accordingly, implications are discussed in light of EFL settings." @default.
- W2464235879 created "2016-07-22" @default.
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- W2464235879 date "2016-07-01" @default.
- W2464235879 modified "2023-09-27" @default.
- W2464235879 title "EFL Learners' Perceptions of Blog Assignments and Instructors' E-Feedbacks" @default.
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- W2464235879 doi "https://doi.org/10.4018/ijwltt.2016070101" @default.
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