by Christopher Harwood
Centre for English Language Communication
National University of Singapore
This paper reports on the pedagogic reasons for using blogs as a learning aid and how blogging was integrated into a curriculum at the National University of Singapore to support the learning of grammar editing skills of music students. To begin, the idea that blogging encourages learner autonomy by facilitating the practice and negotiation of meaning of ‘comprehensible output’ (Swain, 1995) is discussed. Next, the integration of blogging into the curriculum is considered and rationale given for the various pedagogic and administrative decisions that were made. Finally, the positive findings from a student attitudinal survey about blogging are discussed and a brief document analysis of the students’ blog posts in the course is given.