The readings so far have elucidated that computer-assisted classroom discussion (CACD) promotes the integrated development of different skills (i.e., writing, reading, listening, speaking) and in terms of second language acquisition (SLA) theory, as well as the use of Internet has provided new opportunities for the teaching of said skills.
For the final project, I am interested in working with weblogs, as a type of content management system, in order to explore the gains in writing skills. Introducing blogging into a Spanish writing class (2008 summer semester, CCCS, Seville, Spain) would be primarily aimed at examining the significance of its use for the process writing approach. This study would consist of three specific aspects of the writing process approach: feedback, editing, and publishing their writings.
I believe that the use of blogs in the writing classroom would create a collaborative learning environment. This would provide a positive framework for developing reading and writing skills. Besides, reading and writing skills are closely associated with motivation. While many students function absolutely well, others, however, struggle. Therefore, the concept of motivation would be worth bearing in mind. In the line of William & Burden (1997), motivation is "a state of cognitive and emotional arousal, which leads to a conscious decision to act, and which causes a period of sustained effort (intellectual, physical, etc.) to attain a previously set goal or goals". Thus, in this case it would be mainly task motivation, since I would do a lot to develop some kind of extrinsic interest in the performance of this specific task. Needless to say, I would take into account those activities that are appropriate to their age and interest. To my impression, students normally consider writing as a chore, which is based on displaying what one knows, so that the teacher can mark the mistakes and give a grade. This motivation could be awaken by CACD.
Writing journals would be an accurate way to improve their skills. These writings would encompass non-fictional (e.g., personal thoughts, real life experiences abroad, cultural shocks, etc.) and fictional (e.g., script writings, short stories, song lyrics, etc.) journals. Since I was a child, I have always heard that “writers learn to write by reading and writing”. This effective power of reading and writing, typically found in the literature “life-transforming ideas have always come to me through books” (bell hooks) or “Esperanza, keep writing. It will keep you free” (Sandra Cisneros), do I believe in. For me writing is an art. This talent can de developed by using different skills, as well as which can be helped by feedback.
In sum, I truly believe that blogs would offer a particular promise for these students, who would play the role of writers, thinkers, and reviewers. Therefore, this research would be conducted in order to determine the effects of the implementation of blogging as a "creative writing activity". In so doing, would blogs increase enjoyment throughout the process? Would blogs enhance creative writing skills?
Questions? Comments? Suggestions? I would really appreciate them!
