Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework


  • Tríona Hourigan University of Limerick
  • Liam Murray University of Limerick



Due to the social changes brought about in no small part by Web 2.0 tools, the potential impact of the blog writing phenomenon upon teaching and learning contexts reveals an important area for consideration for all university educators, and in particular for e-learning practitioners. Today, web users may access a wide variety of media to express themselves and to communicate with others. These may include conventional blog websites such as or indeed social networking sites such as MySpace, Facebook or Bebo, which continue to integrate blog tools and which also encourage self-expression on the part of the users. Moreover, the application of such written expression tools into a language learning context requires further investigation by the computer-assisted language learning (CALL) community, most notably in the field of exploring the distinct pedagogical environment which emerges within such a context. This paper shall detail the pedagogical and support role of the teacher as well as considering the content of learners' reflective output throughout the course of the semester. Our analysis will consider the overall teaching and learning environment, with additional qualitative examples from the learner blogs and essays in order to define clearly emerging roles and activities with regard to future classroom practice.


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Author Biographies

Tríona Hourigan, University of Limerick

ISSP Research Scholar, School of Languages, Literature, Culture, and Communication, Institute for the Study of Knowledge in Society, University of Limerick

Liam Murray, University of Limerick

School of Languages, Literature, Culture and Communication, University of Limerick




How to Cite

Hourigan, T., & Murray, L. (2010). Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework. Australasian Journal of Educational Technology, 26(2).