Based on previous research that demonstrated the affective response of students to blogs in the foreign language classroom (Armstrong & Retterer 2008; Ducate & Lumicka 2008; Sun 2010) and a preference over traditional writing assignments (Lee, 2010), the author has been integrating blog writing in his EFL classes in Japan. In an effort to provide opportunities for authentic communication with native or near-native users of English, a tandem blog project was set up with an American public university. The author will share some samples of the dialogues which took place between the Japanese EFL students and the American Japanese as a Second Language learners. In addition, the results of an anonymous questionnaire consisting of 20 statements with Likert-type scales will be discussed. Finally, some possible implications and practical suggestions for foreign and second language educators will also be shared.

1. Blogs for Tandem
Language Learning

4. Student perceptions of blogs
• positive impression (Armstrong & Retterer
2008; Ducate & Lumicka 2008; Sun 2010)
• preferred over traditional assignments
(Lee 2010)
• more control over the writing process
(Wei 2010)

5. Round 1 (2007-2008)
• assigned as homework
• 10 weekly postings (>50 words in
length)
• 20 comments to classmates
• 10% of grade

6. Round 1 (2007-2008)
Volleyball
I watched volleyball game on TV.
A Japan were playing a Bulgaria.
It was very exciting game.
The result of this game a Bulgaria won.
I want to a Japan win next game.
Reader A:
Male volleyball is interesting.
Reader B:
Me too! Hold out Japan!!

7. Round 1 (2007-2008)
Requirements not met!
Group A (97 students)
573 blog entries (m=6.5)
857 comments (m=9.77)
Group B (88 students)
492 blog entries (m=5.07)
1171 comments (m=12.07)

8. Round 2 (2008-2011)
• some classroom time was allocated
• 10 weekly postings (>50 words in
length)
• 20 comments to classmates
• 10% of grade

12. The BIG questions!
• How can I encourage more
participation without relying on
extrinsic motivation?
• How can I nurture meaningful
communication?

13. The little questions
• Generally speaking, how do Japanese
university students feel about blogs?
• Do Japanese university students see blogs
as a useful foreign language-learning tool?
• What blog entry topics are the most
interesting for Japanese university
students?

14. Round 3 (2012 - 2013)
• 20% of final grade
• write weekly entries (75+ words)
• write >2 comments each week on classmates’ blogs
• reply to comments left by their readers
• emphasis on communication not accuracy
• machine translations NOT acceptable
• tandem project with US JFL students

16. Blog community front
page 2

17. The participants
• 20 Japanese EFL students
(compulsory)
• 5 American JFL students (voluntary)

18. Blog topics
Topic Name Week(s) Assigned
Self-Introduction 1
Why I Chose Tokai
University
2
“Free Writing” 3, 7, 9
My Hero 4
My Hometown 5
A Special Place 6

25. Observations
• students enjoying interacting with students from the
other institution
• threads in which the foreign students participated
were longer in duration
• US students were very active at the beginning but
disappeared as the semester progressed

26. Questionnaire
• bilingual questionnaire (20 items)
• 19 Likert-type items (5 point scale)
• 1 open-ended question for comments
• three broad categories
• blogs in general
• blogs as a foreign language learning tool
• topics

27. Blogs in general
• I see blogs as a way to express myself. (3.80)
• I enjoy reading comments from my readers. (3.65)
• I am interested in reading other people’s blogs.
(3.60)
• I believe blogs increased the level of meaningful
communication with my classmates. (3.50)

28. A language learning tool
• I learned new vocabulary. (3.70)
• My reading skills improved because of reading my
classmates’ blogs. (3.55)
• You should keep the blog assignment for future
classes. (3.45)
• My writing skills improved because of writing my
blog. (3.30)

29. Level of interest in topics
• My Hobby (4.15)
• My Hero (4.05)
• Hometown (4.00)
• “Free Writing” (3.85)

30. Observations
• Timing is critical
• Japanese academic (April - August, October -
February)
• Required vs. optional

31. Further research?
• moving to Facebook
• integrating class assignments into the blog
assignment instead of being standalone
• For example, a task requiring the Japanese
students to get information from the US students

32. That’s all for today.
amurray@edu.miyazaki-mic.ac.jp
@murraysensei

33. References
Armstrong, K., & Retterer, O. (2008). Blogging as L2 writing: A case
study. AACE Journal, 16 (3), 233-251.
Ducate, L. C., & Lomicka, L.L. (2008). Adventures in the blogosphere:
from blog readers to blog writers. Computer Assisted Language
Learning, 21 (1), 9-28.
Lee, L. (2010). Fostering reflective writing and interactive exchange
through blogging in an advanced language course. ReCALL, 22 (2),
212-227.
Sun, Y-C. (2010). Extensive writing in foreign-language classrooms: a
blogging approach. Innovations in Education and Teaching
International, 47 (3), 327-339.
Wei, Z. (2010). Blogging for doing English digital: Student evaluations.
Computers and Composition, 27, 266-283.

34. Appendix (Survey statements)
1. I like blogs. (3.10)
2. I am interested in reading other people’s blogs. (3.50)
3. I like reading comments on other people’s blogs. (3.30)
4. I like writing my blog. (3.05)
5. I enjoy reading comments from my readers. (3.65)
6. I like writing comments on other people’s blogs. (3.05)
7. I believe blogs are interactive. (3.00)
8. I see blogs as a way to express myself. (3.70)
9. I believe blogs increased the level of meaningful interactive with my classmates. (3.50)
10. My writing skills improved because of writing my blog. (3.30)
11. My reading skills improved because of reading my classmates’ blogs. (3.55)
12. I learned new vocabulary. (3.70)
13. My spelling improved. (3.20)
14. I learned new information from my classmates. (3.20)
15. I used my blog to practice my English. (3.25)
16. The blog assignment was useful for learning English. (3.30)
17. You should keep the blog assignment for future classes. (3.45)
18. I like assigned topics. (3.00)
19. I like free writing. (2.60)

35. Appendix (Topics)
Self-Introduction (3.75)
Why I Chose Tokai University (3.25)
School Life (3.45)
My Hero (4.05)
My Hobby (4.15)
Hometown (4.00)
Special Place (3.85)
“Free writing” (3.80)