This document provides details about an assignment to critically reflect on the use of blogs in EFL (English as a Foreign Language) classrooms. The assignment requires a 1,500 word essay citing primary research from Yang (2009) and secondary sources provided in class. The document discusses what blogs are according to various authors and how social constructivism and communities of practice support their use. It analyzes research finding that blogs can enhance critical reflection among learners and teachers. While one study found lower-order critical thinking in blog posts, the document suggests facilitator involvement and experience could impact that. It outlines advantages blogs provide for EFL learning like space for reflection, stimulating reading/writing, and an interactive platform. Some disadvantages include anonymity

1. Subject: Critical reflection
Assignment topic: use of blogs in EFL classroom
Type: Expression of own perspective regarding topic, self-critical writing based on the critical
reading of research articles.
Word count; fifteen hundred words.
Primary source of material: Using Blogs to Enhance Critical Reflection and Community of
Practice Author(s): Shih-Hsien Yang Source: Journal of Educational Technology & Society, Vol.
12, No. 2 (April 2009), pp. 11-21 Published by: International Forum of Educational Technology
& Society Stable URL: http://www.jstor.org/stable/jeductechsoci.12.2.11 Accessed: 23-01-2016
08:06 UTC
Secondary source of material: Related research articles provided in the class.
Author; Ahmad Mashhood
Department of Applied linguistics, FAST National University Lahore Campus.

2. Use of blogs as an effective critical reflection tool is an extensively researched area in the domain
of information communication technology (ICT) (Shih –Hsien Yang 2009: Ramos 2004: Metaferia
2012 : Sun and Chan 2012; Avci and Askar 2012 ; Lee 2011; Metaferia 2012; Wu : 2014 ;
Weatherall ; 2015 ). The question arises, what are blogs? Which is answered by various authors
in the following ways.
“Language learners could use a personal blog linked to a course as an electronic portfolio, showing
development over time” (Godwin-Jones, 2003, p. 13).
Udell (2001), blogs are a “genuinely new literary/journalism form” (p. 2). In
Cited in Cakir (2013) by Clark and Paulsen (2016) “The term “blog’’ is the contraction of “term
‘web blog ’ it is an internet –based platform in which users can post text ,images , or video-based
materials for others to view. Users may utilize blogs to facilitate an information and collaboration
network to support teaching and learning”.(p. 76)
Yang (2009) “ Blog[S] are considered a great tool for student teachers to record their growth and
changes as well as build a learning community” ( p.18)
In the present age of Social media revolution there is an extensive use of web 2.0 technology in
teaching and learning. This can be asynchronous or synchronous computer mediated
communication .It can be used either for personal or private purposes but the main function is to
provide a platform and assistance for both learners and teachers especially in the context of EFL
learning classroom settings. Ramos (2004).
In the effect of Social constructivism theory of learning by Vygotsky (1962). There is an extensive
use of blogs in the various class room settings. The question or main focus of these researches was
to find out, Are blogs are enhancing or contributing towards the critical reflection on the part of
learners and teachers among the community of practice? The answer is yes blogs are effectively
providing a cyber space, Reflective practice, reflective teaching not only among the community of
practice but also among the EFL classroom setting and findings of the most of the researches are
supporting this perspective ( Shih –Hsien Yang 2009: Ramos 2004: Metaferia 2012 : Sun and Chan
2012; Avci and Askar 2012 ; Lee 2011; Metaferia 2012; Wu : 2014 ; Weatherall ; 2015 )

3. There are very few researches which negate this perspective one of them is the study conducted
by Clark and Paulsen (2016) in order “to find out or analyze the critical thinking through blogs in
an electronic community of practice and on the basis of findings of the study it was concluded
that “ of the student teachers’ blog posts (n:942) 89.5% (f;843) were at lower order level of critical
thinking” (p. 12) but absence of class instructor / facilitator in the blogging process, lack of
previous expertise and experience on the parts of the student teachers and small sample size can
be the affective factors which contributed towards the low level of critical thinking on the part of
the student teachers . Garrison et al (2001) described “collaborative learning in an educational
sense is more than a mindless free for all, interaction must be coordinated and synergistic (p.21).
The focus of the writing is “use of blogs in EFL classroom” as indicated in the tittle of the
assignment, the question arises what are the contributions of blogs in EFL classroom settings?
Either they are effective or not? The critical reading of the researches conducted in various parts
of the world supported the effectiveness of the use of blogs in EFL classroom. ( Shih –Hsien Yang
2009: Ramos 2004: Metaferia 2012 : Sun and Chan 2012; Avci and Askar 2012 ; Lee 2011;
Metaferia 2012; Wu : 2014 ; Weatherall ; 2015 ) . It can be seen through the advantages of use of
blogs in EFL class room ,which are following as described in various research articles’
Blogs provide cyber space: for both teacher and learners. As Yang (2009) described it in a
comprehensive way “blogs can be treated as a virtual language classrooms .Language teachers can
use blogs as a discussion forums to increase time and opportunities for students to learn the target
language (p.14).
Reflective practice in blog, is one of the most outstanding feature of this web based communication
tool it can be used as a platform which allows all the stakeholders to reflect over the whole activity
which is happening in the classroom especially , either both teacher and students are moving
towards right direction or not. Either effective learning is happening or not .It high lights
importance of blogs as reflective tool. . (Curtis and Nunan 2011). As quoted by Dewey (1933)

4. “We don’t learn from experience. We learn from reflecting on experience” (p.78) .
Blogs stimulate reading process on the part of the learners , it is consider as a laborious and effort
seeking task and most of the learners consider it boring but due to its interactive interface and use
of pictures , videos and other attractive material learners are reading with great interest
.(Weatherall : 2015).
Blogs stimulate writing process especially among the EFL learners , as most of the material shared
and discussed in this discussion forum is in the form of target language so learners not only learn
from the posts of the instructors as well as other peers this is indicated by Wu (2014) , whose
research findings showed that most of the learners agreed to think before writing and positing even
they will consult English dictionary and search at the internet in order to save their face in the
blogging .
Motive learners and learning , is one of the major advantage of the blogging as its characteristics
is showed by Efima and Fiedler (2003) it is “ personal diary –like format website enabled by easy
to use tools and open for everyone to read (p.40) . In the EFL classroom all learning is happening
with in the limited time constraints and in blogging learners are free from this limitation and they
can learn at their own pace and according to their availability.
Interactive platform for learning and teaching, blogs provide a platform for the learners as well as
the instructors, this social interaction promotes language learning .Strong sense of community,
blogs In fact make the language learning EFL class a community of practice and they are at the
same plate form for practicing, learning and sharing their opinions and it gave them a source to
unite for a common goal. (Yang 2009)
Blogs Can provide rich source of secondary material to the EFL learners in the form of various
hyperlinks shared by the instructor or teacher in the blog ,but authenticity of the material should
be a concern .( yang 2009).
Blogs can promote listening of related material and practice of articulation through uploading of
practicing modeled authentic speakers videos with audios.

5. Discussion forum and collaborative dialogue which helps in the process of conceptual clarity and
writing process especially EFL professional academic writers. Reflection of their teaching
experiences , is another major goal of the blogging as teacher can receive an instant feedback from
the learners and can modify his pedagogy according to the effectiveness and needs of the EFL
classroom .(yang2009).
Disadvantages or some drawbacks of blogging in the EFL class room;
Anonymity as indicated by Yang (2009). “When grades and friendships are at stake” (p.18) real
critical analysis is difficult, exact feedback can become difficult. Cultural differences can also play
major role as indicated in Thai Confucian society.
Neutrality of the instructor / facilitator, lack of previous exposure, experience, and goal oriented
blogging is necessary and role of instructor is the area should be analyzed as indicated
By critical analyzing of use of blogs in the EFL class room it is evident that blogs
are promoting language learning in an interactive and effective way and its use can promote critical
reflection on the part of both learners and teachers although there are some hurdles in the effective
use of blogs in the class room but by considering positive impacts of the blogging that can be
neglected in the context of EFL learning class room use.

6. REFRANCES