Blogs can help teacher to make activities such as reader response journals less teacher centred and as a consequence may help to reduce some of the inhibitions that some students have towards writing with their teacher as the sole audience, it neutralizes the arena and the teacher becomes a participant in the discussion rather than being the sole critic.
Providing student with an avenue to give and receive feedback from their peers provide(s) a more authentic and powerful motivation for writing and it also provides a platform for language development with authentic conversations.(Handsfield,Dean & Cielocha, 2009).
Teachers could start this activity by showing students how to set up their own blog accounts. Penrod (2007) cited in (Handsfield,Dean & Cielocha, 2009) argued that students who have ownership of their blogs will self monitor their language use partly because they are writing to an authentic and broad audience.
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