In this paper, I will present the use of the blogs in EFL written production from the perspective of the cooperative approach by learners at 1st year of A-level, or Bacaulerette

1. WRITTEN PRODUCTION IN EFL THROUGH BLOGGING
WITHIN COOPERATIVE LEARNING APPROACH AT A-LEVEL
Salvador Montaner-Villalba
UNED (PhD Candidate)
15 NOVEMBER 2018

2. 1. INTRODUCTION
2. THEORETICAL FRAMEWORK
3. AIMS
4. METHODOLOGY
5. DISCUSSION & CONCLUSSIONS
6. REFERENCES

3. • What?
- Improvement of competence in EFL written production
• How?
- BLOGGING COOPERATIVE LEARNING
• Why?
- To improve the quality of EFL written production

4. BLOGGING
CAMPBELL, 2003 GODWIN-JONES, 2003
DUCATE & LOMICKA, 2005 FELLNER & APPLE, 2006
ARANI, 2005 MARTÍN-MONJE, 2010
MONTANER, 2016 (TECHNICAL ENGLISH, ACTION-RESEARCH )
MONTANER, 2017a (TECHNICAL ENGLISH, CASE STUDY)
MONTANER, 2017b (BLOGGING & PBL, 3RD CSE)
MONTANER, 2018 (BLOGGING IN 4TH ESO)
MONTANER (shortly) (BLOGGING, TECHNICAL ENGLISH, RANK ANALYSES)
MONTANER (shortly) (BLOGGING & COOPERATIVE LEARNING, SECONDARY
EDUCATION)

5. COOPERATIVE LEARNING APPROACH
KAGAN, 1995, 1997, 2009
ORGANIZE TASKS WITHIN THE CLASSROOM TO TRANSFORM THEM INTO SOCIAL
EXPERIENCE
DEWEY (1897), PRECURSSOR COOPERATIVE LEARNING APPROACH
-GROUPS ARE FORMED INTO AN HETEREGONOUS WAY
-POSITIVE INTERDEPENDENCE
-INDIVIDUAL RESPONSIBILITY
-EQUAL DISTRIBUTION OF TASKS
COOPERATIVE LEARNING & ASSESSMENT
JOHNSON & JOHNSON, 2016

6. To develop the competence in EFL
written production within
Cooperative Learning approach

7. Action-Research
QUANTITATIVE
DATA
Sample
29 LEARNERS
(B1-B2, EFRL)
1ST YEAR A-LEVEL
Tools and strategies
•3 WRITTEN
PRODUCTION TASKS
•2 WRITTEN
INTERACTION TASKS
WORDPRESS

8. AVERAGE OUTCOMES 1ST WRITTEN PRODUCTION
7.4
7.6
7.8
8
8.2
8.4
8.6
8.8
9
9.2

9. AVERAGE OUTCOMES 2ND WRITTEN PRODUCTION
8.2
8.4
8.6
8.8
9
9.2
9.4
9.6

10. AVERAGE OUTCOMES 3RD WRITTEN PRODUCTION
7.4
7.6
7.8
8
8.2
8.4
8.6
8.8

11. OUTCOMES 1ST WRITTEN INTERACTION TASK
0
1
2
3
4
5
6
7
8
9
10
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

12. OUTCOMES 2ND WRITTEN INTERACTION TASK
0
1
2
3
4
5
6
7
8
9
10
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29

13. DISCUSSION
Research questions
NEITHER A SIGNIFICANT IMPROVEMENT
OR A RELEVANT DECREASE
LEARNERS WERE MOTIVATED
CONCLUSSIONS
Not much empiric research Tasks made by learners
BLOGGING IN EFL THROUGH INNOVATIVE EDUCATIONAL METHODOLOGIES

14. Campbell, A.P. (2003). Weblogs for use with ESL classes. The Internet TESL Journal, 9(2), pp. 33-35
Dewey, J. & Small, A.W. (1897) My pedagogic creed 25, New York: Ell Kellogg & Company
Domingo-Coscolla, M.; Sánchez-Valero, J. A.; y Sancho-Gil, J. M. (2014). Investigar con y sobre los
jóvenes colaborando y educando. Comunicar 42 (21), pp. 157-164. Consultado el 1 de abril de
2018. doi:10.3916/c42-2014-15
Fellner, T., y Apple, M. (2006) Developing writing fluency and lexical complexity with blogs, JALT Call
Journal, 2 (1), pp. 15–26.
Johnson, David W. & Johnson, Roger T. (2016) La Evaluación en el aprendizaje cooperativo (Biblioteca
Innovación Educativa), Madrid: SM

15. Kagan, M., Robertson, L. & Kagan, S. (1995) Cooperative Learning Structures for Classbuilding,
San Clemente, CA: Kagan Publishing
Kagan, L., Kagan, M. & Kagan, S. (1997) Cooperative Learning Structures for Teambuilding,
San Clemente, CA: Kagan Publishing
Kagan, S. (2009) Cooperative Learning. San Clemente, CA: Kagan Publishing
Montaner, S. (2016) La competencia en producción escrita del inglés técnico mediante el
Blogging (Investigación-Acción), en Actas del I Congreso Internacional de Enseñanza del
Inglés en Centros Educativos, Madrid: CEU Ediciones, pp. 233-242
Montaner, S. (2017) La competencia en producción escrita del inglés técnico mediante el
Blogging (Estudio del caso), en Verbeia. Monográfico: La Enseñanza de lenguas y la educación
multilingüe. Año III. Nº1. Pp. 84-102
Montaner, S. (2018a) La Competencia en Producción escrita en lengua inglesa mediante el
Blogging en un entorno de Aprendizaje Basado en Proyectos (ABP) en la Enseñanza Secundaria
Obligatoria, in Conference Proceedings EdunovaTIC2017, 2nd Virtual International Conference
on Education, Innovation and ICT, Eindhoven, NL: Adaya Press, pp. 1130-1138

16. Montaner, S. (2018b) Aplicación del Blogging y/o Google Docs para fomentar la competencia en
producción escrita en la enseñanza del inglés, en UTE. Revista de Ciències de l’Educació,1, pp.
43-59. DOI: 10.17345/ute.2018.1
Montaner, S. (in short a) La producción escrita en la enseñanza del inglés para fines específicos
mediante el Blogging: análisis del rango de la producción escrita, en AELFE18
Montaner, S. (in short. b) La Competencia en Producción Escrita en lengua inglesa mediante el
Blogging en un entorno de Aprendizaje Cooperativo en la Enseñanza Secundaria Obligatoria, in
SEDLL18
Pujolàs, P. (2017) Aprender juntos alumnos diferentes (Recursos). Barcelona: Octaedro

17. E-mail: smontaner@invi.uned.es
Academia.edu: https://uned-
es.academia.edu/SalvadorMontanerVillalba
Researchgate:
https://www.researchgate.net/profile/Salvador_Montaner-Villalba