Blogs have widened vistas in English L2 writing pedagogy for teachers and learners alike given their contextualizing and publishing capabilities. Such blog capabilities are often most fully realized through music video uploads, reproductions of art, and photography, and blog activities with such content may be ideal for learner writing. Indeed, while a body of literature exists for use of music in TEFL in terms of songs for listening or macro-skills classes, little has been written on the use of music or imagery in L2 writing pedagogy, making blog-based content with such material a potentially new and unexplored area for L2 writing research. This slide show is a continuation of the theme of an earlier presentation on the use of music as a platform for learner writing, and here I shall review how instrumental music, and examine how photographic images, may be used as bases for learner creative writing for contextualization and publication on blogs. It is my continued belief that such contextualizing and publishing L2 learner writing engages and motivates learners, and brings about a sense of class cohesion and community.

1. Using blogs for stimulating interest,
spurring motivation, and creating
community in L2 writing: an ongoing
study
Lee Arnold
Seigakuin University

2. Introduction
• Blogs have expanded possibilities in computer- and web-based
writing in TEFL given ease of use to learners and teachers alike
(Blood, 2002)
• Blogs may also develop learner ability to evaluate and reflect on
classroom writing assignments (Dieu, 2004) and promote both
learner autonomy and engagement (Pinkman, 2005)
• Blogs may additionally help cultivate individual learner writer
voices (Bloch, 2007) and create sense of learner writer-reader
community (Sollars, 2007)

3. Blog support for learner writing
• Audio-visual capabilities of
blogs exploitable for learner
support in L2 writing
• Such capabilities typified by
material and activities with
music and imagery
• Such material and activities
could enable learners to tap
greater breadth and depth

4. Music and imagery in L2 writing
• Rationale in TEFL writing grounded in Asher’s Total Physical Response
(1969) and Gardner’s theory of multiple intelligences (1983)
• Further support lent by Morrow’s (1977) definition of authentic materials
and Breen’s (1985) criteria for use in TEFL
• Studies with music in TEFL focus on use of songs in listening or macro-skills
classes with little on instrumental music or even role in writing
• Almost no research to date appears to be written up on use of visual art as
motivation or stimulation for learner writing

5. Research questions
• Can blog-based activities
with music and imagery
yield greater expository
reach in my learners?
• Can contextualizing my
learner writing with
blogs encourage greater
sense of community in
my writing classes?

6. Project background
• Sought out activities with music and imagery easy to set up and easy for
learners to explore with in writing
• Reached for blog-supportable material that could contextualize learner
writing into eventual publishable work and strengthen class cohesion
• Selected instrumental music rather than songs to allow learners greater
imaginative range without distraction from lyrics
• Chose photography with unique back stories over reproductions of art as
counter to abstract nature of music

7. Profile of writing classes
• Two classes of mainly first-year
literature and culture majors in
two private universities
• Levels from high beginner to
low-intermediate with some in
high-intermediate range
• Strong sense of cooperation on
class activities among learners
across all classes

8. Methodology
• Played four short pieces of music on CD without titles or information and
asked learners to write stories about each in 1-3 paragraphs in notebooks
• Blog posted four photographs of places without background information
and had them write stories about each in 1-3 paragraphs in notebooks
• Asked them to type up one story on music and one on imagery in Word to
submit to two collections in which excerpts would be blog-published
• Posted videos and re-posted images for them after with links to Wikipedia
articles on artists and photos but urged them not to change their content

9. Collection samples: Words on Music
This song is like a feeling of a young mother
going somewhere to abandon her children, she
does not have money to feed her children, so
she will abandon her children in front of a
house that looks like with a rich family inside,
with a family richer than her, so probably the
children will have a better life. For me this song
demonstrate the unstable feelings and thoughts
that she had when she go to abandon her
children. At the beginning she feel that she is
doing the right thing, with her act her children
will be more happier in other family maybe her
children can achieve something great! But in
the way to the place she get regretful, she think
about her living with her children, with many
problems that her children causes but which
makes her happy.
Once upon a time, there was the princess. The
princess learned piano for a long time. So she
practiced it. But one time, she was interested
in one person. She saw him through the
window. But she didn’t meet him and talk
with him. So she did not know him very well.
And he did not know her at all. But she fell in
love. After a while, her dad introduced her to
the person who dad wants her to marry with.
She did not decide to her destiny. Because her
parent’s right was strong. And she has ever
stood. But this time is special for her. So she
decided to run away from her house in her
mind. She played the piano in her house at
last. She remembered her life. Sometimes, she
did not want leave with her parents. But she
ran away from her house.

10. Collection samples: Words on Music
This has a negative image.
The boy was very fat.
When he was walking, he
stuck in a hole. He was fat
so he didn’t get out of a
hole. He was writhing in
pain. Many people
assisted him but he did not
get out. He reflected on
what he had done for the
day. He decided that go on
a diet.
I will now write about the
second piece of music. This
music strong image is holiday
morning. I woke up in bright
natural light, and I thinking I
hope today is a good day too! I
will cook a breakfast, and I
will be getting ready. When
I’m ready, I eat a breakfast.
After, I go out with my friends!
I will go shopping, lunch, and
play the Karaoke! I’m looking
for this time.

11. Collection samples: Words on Music
In a certain house, thief comes up. The
thief gets closer to the room on his
tiptoes. When he goes into the room,
there is a girl. She is a cute and beautiful
girl, and fall asleep. The man falls in love
with her at first sight. For a while, she
wakes up and surprises him. And he
forgets an original purpose and kidnaps
her.
There is a girl who goes on an
adventure. She is going to be in
a very good mood, but she
heard a strange noise. She was
lonely. Just then, the figure of
grandfather emerged in front of
a girl, and he introduced his
house near here. This house
were five dwarfs, they welcome
to her. For example, they played
the music, and cooking. But,
after a short time, she missed his
mother, and she was cried. It
can’t be helped, they gave her a
night, and she was escaped by
them next day.
An explorer searches for a treasure. A treasure
sleeps in the grave. He devotes his life to it. He
fined a clue of treasure. He went to Egypt. Then
he solves cipher of treasure. He fined treasure
at last. It is beautiful nature. There are many
animal and fruit. And many animals are an
endangered species. Though the treasure was
not treasures, he feels very much.

12. Collection samples: Words on Music
This is strange music and a fun mood. I
image cats are dancing at open space.
Cats stand with two legs. Cats are
talking, eating and something drink, and
they look human. Today is the cat's
dance party!
I imagine many a place with
many adrenaline and laughs in
the air. Many lights, many
people, many feelings, many
dramas on the stage and many
hopes and dreams delivered
for children and teenagers! But
also for adults, it breaks the
common sense that adults do
not have dreams because they
lived long time to give up their
dreams for "real life." In this
place, those type of people can
learn that dreams are also real!
This place is a circus.
(…) The circus troupe traveled from
the town to the town. They pleased
visitor. One day, a boy came to the
troupe and said. ‘’Please join me!’’
The boy became a member of
troupe from the day. The boy left
his parents and go to next town.
And he became top of clown.

13. Analysis
• Less textured musical composition and instrumentation brought out most
imaginative and generally lengthier writing
• Greater density in composition and instrumentation resulted in overall
shorter and more impressionistic writing
• Such density may have hindered range of imaginative expanse and choices
in vocabulary and description
• Learners nonetheless found project engaging in how blog support brought
virtual outreach and context through publication

14. Collection samples: Places & Traces
The sea water is the bright incomparable sky-blue. It’s a
beautiful day for the beach. Crowds are heading to the
ocean shore. Beach towel dot the sand with color. Plastic
buckets and balls roll round in the breeze. You can swim,
you can wade or just rest. There are lots of things to do. It
seems that people bring all the activities to the beach. But
the sandy shore is a busy place even without tourists.
Look! There is an abandoned pirate ship on the sandy shore.
Do you want to know more about the abandoned ship? Let
me tell you.
Long long ago, a young man became a pirate after he ran
away from home and joined the crew on a privateering ship.
One day, he dreamt there be treasure on the sandy shore. So
the next day he began to dig. He dug until the hole was
deep and the dirt pile was high. He kept digging and sighed
“I’m tired, I can’t dig anymore.” Then he spied something.
But he only found a pirate ship. He was quite disappointed.
When he wanted to give up his friend told him “let’s get in
the ship, maybe the treasure is buried in it.” Finally, they
got a small box and a little treasure. They took the treasure
away but left the abandoned pirate ship on the sandy shore.
Now, we can see it on picture.

15. Collection samples: Places & Traces
This house is in the U.S., and something bad happened in this house. This
house has a scary story behind it, and now, nobody use this house,
because many people know that story.
In 1985, the Moretzs moved in this house. They came from Canada. The
family had a teenage son and parents looked too old, but they looked
happy and very kindness, so neighbors are liked they and son made many
friends in new high school.
One day son took high school friends in his house, and they played some
games and talked with them. It was just looks fun and they had a good
time, but next day son lost any friends, because one friend saw strange
something, but it will never get clear, because the friend gone somewhere.
The Moretzs house was sometimes strange. Sometimes the house looks
empty, no lights and very silent. In Jun 6th 1986, it just happened. Someone
screamed. It heard at the Moretz house in the midnight, and it was very
noisy, so neighbor went to Moretz house and said to they “What
happened!? It’s 2 o’clock! Please be quiet!” but they still noisy, so neighbor
called police. Then police knocked door but they did not answer, so police
kicked door and looked around house, but the Moretzs were not in there.
They are never appeared.
This trouble get difficult and mystery. In 2001, the police found the letter
in the house. The letter was behind shelf. It written “Don’t find us. And
don’t open the box. Andrew.” Who is Andrew? The friend who was gone?
Or son? It does not still clear. Also box does not find yet now.
If somebody lived in this house, maybe something strange happened.
Also nobody live in this house now.

16. Collection samples: Places & Traces
I think this place was the USA, but a bad thing happened in
there. This building was the most famous hotel in the USA.
A lot of people stayed here and enjoyed many activities
around there but this hotel became a target of terrorists!!
One day bombing happened at there!!
It was the fine daytime of one day. Five men checked in this
hotel. They looked kind, strong and around 30. They opened
their trunks in their room. You think there were some goods
to stay, but some bombs in there!! They took a walk inside of
the hotel till the time of dinner. However, in fact, they went
to set bombs. These were time bombs so they set time after
they leave there.
Next day, they prepared to leave there. The interphone of
the room rang before 30 minutes they left. One of them
opened the door, there was a police man. He said that I
arrest you. They arrested after all.
Why was the crime found? Since, a girl saw one of them set
bomb. She told it to her mother and she told it to hotelman.
He called police man during terrorists had a dinner. Police
man checked it was bomb. They checked the surveillance
camera but did not be careful around them so they were
caught.

17. Collection samples: Places & Traces
In the ancient age, there was a man who worked in the sea and he
brought his passengers from Italy to Israel. His name was Michael.
He looked so tough but he had great kindness in his heart. His
brown eyes were full of love and many people liked his gentle
smile. He was poor but he was happy because all the man around
him loved him and God he believed so much loved him, too.
One day, when he was waiting for his passenger in Italy, a
beautiful woman came and asked, “Would you bring me to Israel?
I have to go.” She had long blond hair with a glossy sheen, her
blue eyes were so fascinating and her thick lips were attractive.
She was well dresses in red and it made her more and more
wonderful. As soon as Michael looked at the woman, he fell in
love with her. Then, he said to God, “I love you and my heart must
not be changed in the future, but I come to love another now. Do
not get angry and let me marry to her with your power.”
Eight months later, there was Michael with the smiling woman
dressed in pure white in the restaurant near the sea. Michael’s
father got drunk because of red wine and his wife enjoyed talking
with the mother of Michael’s new wife. Michael’s wish came true
because of the special power and love of God. He and his new
wife were happier. God was also happier and thought how nice
this moment was.
But the happiest time for the two and God was not long. It was
four years later that his wife came down with an illness. She had a
fever and she felt thirsty all the time. As time passed, her condition
was paler and paler. Her beautiful face was full of pain and with
tears in her big blue eyes. Michael did not sleep well at night
because he thought that his wife might die during his sleeping. He
has lost his weight and become thinner and thinner and his eyes
lost vitality. Everyone around him could not see his gentle smile
they loved anymore. (…)

18. Analysis
• Realism of photographic imagery with vagueness of context may have
enabled play of ideas and exploration of feeling to great dynamic
• Photographs with identifiable figures may have helped some learners
realize further possibilities for characterization and depth
• Such possibilities may have brought forth more extensive and realized
narrative framing though with some risk to grammatical precision
• Learners found blog links on readings and explication behind images
surprising and thought-provoking as contrasts to first impressions

19. Conclusion
• Support capabilities and publishing
functions of blogs can create context
and develop interest and cohesion in
learner writing classes
• Instrumental music and photography
suitable for learner writing projects in
building expository capacity with
blog support
• Photography may result in more
realized narrative sense but careful
selection of instrumental music may
also boost level of expository reach
• Blog publishing learner writing may
motivate learners to write above
where they may typically write to

20. References
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Bloch, J. (2007). Abdullah’s blogging: a generation 1.5 student enters the blogosphere. Language Learning & Technology, 11(2), 128-
141.
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Cambridge, MA: Perseus Publishing.
Breen, M.P. (1985). Authenticity in the language classroom. Applied Linguistics 6(1), 60-70.
Dieu, B. (2004). Blogs for language learning. Essential Teacher, 1(4), 26-30.
Gardner, H. (1983). Frames of mind: the theory of multiple intelligences. New York: Basic Books.
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Assisted Language Instruction Consortium.
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1(1), 12-24.
Sollars, V. (2007). Writing experiences in a second/foreign language classroom: from theory to practice. In M. Camilleri, P. Ford,,
H. Leja & V. Sollars (Eds.), Blogs: web journal in language education, 15-24. Strasbourg: Council of Europe.

21. Disclaimer
I do not own the rights to the samples of music or images uploaded within
this presentation. They have been included solely for educational purposes.