Universidad de la Amazonia English Language Teaching Program

Florencia - Caquet May 9th 10th, 2013 PLEASE, FILL THIS FORM OUT AND SEND IT BACK BEFORE MARCH 15th, 2013 PRESENTER(S) NAME (S): JULIA ZORAIDA POSADA ORTIZ and ALEJANDRO MCNEIL SHORT INFORMATION ABOUT THE PRESENTER(S) (approx. 50 words) Full name: JULIA ZORAIDA POSADA ORTIZ Qualifications: M.A. in Applied Linguistics to TEFL, Specialist in Literature Teaching, B.A in English-Spanish Teaching. ESOL examiner for Cambridge. Current job: Full Time Assistant of the B.A. in English Language Teaching at Universidad Distrital Francisco Jos de Caldas (Bogot, Colombia) HOME ADDRESS: Cra 15 A N44-13 Apto 402 B/Palermo-Bogot-Colombia PHONE NUMBER: ____________Mobile: 3002894205 E-MAIL: jzposadao@gmail.com INSTITUTION NAME: Universidad Distrital Francisco Jos de Caldas

Full name: ALEJANDRO MCNEIL Qualifications: B.A. in Language Teaching, Sp. in Distance Learning, M.A. in Applied Linguistics to TEFL. Current job: Full Time teacher-researcher at the B.A. Program in English Language Teaching at Universidad Distrital Francisco Jos de Caldas (Bogot, Colombia). Part-time teacher at Universidad de los Andes, Department of Language and Sociocultural Studies. HOME ADDRESS: Diagonal 183 A 20-80, Int. 4, Ap. 304 / Usaqun-BogotColombia PHONE NUMBER: ____________Mobile: 3158514879 E-MAIL: amcneilf@udistrital.edu.co INSTITUTION NAME: Universidad Distrital Francisco Jos de Caldas TITLE OF THE PRESENTATION: The Blog as a Pedagogical Tool for the Writing Process of In-Service Students. ABSTRACT OF THE PRESENTATION (Approx. 100 words) This presentation

includes a description of a study related to the use of the blog as a pedagogical tool for the writing process of in-service students at Universidad Distrital. The purpose of the project was to introduce blogging into a community of students from a state university who were taking their intermediate English course and to examine the significance of its

use for the process writing approach. The study also sought to examine ESL students perceptions as well as those of the teacher regarding the implementation of blogs in the ESL writing class. The methodology of the study benefited from action research and qualitative case studies. Blogging proved to be an effective tool for the writing process approach as evidenced by the numerous benefits for its use that outweighed the drawbacks. The most significant finding was that blogging seemed to solve some critical issues related to the students trust and confidence in peer editing and revising.
EQUIPMENT AND AUDIOVISUAL AIDS REQUIRED: Laptop, access to the WWW & video beam. TYPE OF PRESENTATION: X Research Report AUDIENCE: X University professors NUMBER OF PARTICIPANTS: __________ Universidad de la Amazonia English Language Teaching Program

Florencia - Caquet May 9th 10th, 2013

DESCRIPTION OF THE PRESENTATION WHICH SHOULD INCLUDE ALL ASPECTS RELATED AND THE THEORETICAL SUPPORT (600 WORDS MAXIMUM).

The purpose of this study was to introduce blogging into a community of college in-service Students from a state university, who were taking their intermediate English course and to examine the significance of its use for the process writing approach. The study also sought to examine ESL students perceptions as well as those of the teacher regarding the implementation of blogs in the EFL writing class. Students in the class used blogs for four specific aspects of the writing process approach, peer responding (feedback), editing, revising, and publishing their writing assignments. We used action research to collect data. We analyzed date using qualitative research and case study methods to provide thick descriptions and to identify emerging themes. Credibility of the findings was established by using triangulation, member checks, a debriefing group, and cross checking for confirmation or repudiation of conclusions. Results seemed congruent with previous research on technology and second and foreign language writing. Blogging proved to be an effective tool for the writing process approach as evidenced by the numerous benefits for its use that outweighed the drawbacks. Prior knowledge of technology was found to help the students adapt to blogging. Blogging facilitated the students critical thinking skills; affected the quality of students writing; provided

examples of feedback and entries for the students to read, model, and from which to learn; facilitated meaningful learning for students; gave students a purpose for writing; and motivated students writing and interaction by publishing for an authentic audience. The most significant finding was that blogging seemed to solve some critical issues related to the students trust and confidence in peer editing and revising. REFERENCES Flower, L., & Hayes, J. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365387. Elbow, P. (1990). (1998). Writing without teachers (2 ed.). New York: Oxford University Press. Candlin, C., & Hyland, K. (Eds.). (1999). Writing: Text, processes and practice. London: Longman. Flower, L. (1994). The construction of negotiated meaning: A social cognitive theory of writing. Carbondale: Southern Illinois University Press. Flower, L., & Hayes, J. (1984). Image, plans, and prose: The representation of meaning in writing. Written Communication, 1, 120160. Hayes, J., & Flower, L. (1983). Uncovering cognitive processes in writing: An introduction to protocol analysis. In P. Mosenthal, L. Tamar & S. A. Walmsley (Eds.), Research in Writing (pp. 206-220). New York: Longman. Hayes, J. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing (pp. 127). Mahwah, NJ: Lawrence Erlbaum. Matsuda, P. K., & De Pew, K. E. (2002). Early second language writing: An introduction. Journal of Second Language Writing, 11(4), 261268. Matsuda, P. K. (2003b). Second language writing in the twentieth century: A situated historical perspective. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 1534). New York: Cambridge University Press. Tuzi, F. (2004). The Impact of e-feedback on the revisions of L2 writers in an academic writing course. Computers and Composition, 21(2), 217235. Uzawa, K. (1996). Second language learners processes of L1 writing, L2 writing

SEND THE INFORMATION TO: udla.efl.proposals@gmail.com or sh.sanchez@udla.edu.co