Perceptions of english teachers on the use of blogs as a strategy to enhance reflective and metacognitive learning

Abstract

This study explores and describes the perceptions of 57 English teachers working in private secondary and higher education institutions in Guayaquil, Ecuador on the use of blogs as a strategy for enhancing reflective and metacognitive learning in the classroom through a research question divided in two parts: (a) What are teachers’ perceptions towards the roles of metacognition and reflection in teaching and learning, and (b) what are their perceptions towards blogs as a tool for metacognition and reflection? It used a quantitative method, through a questionnaire designed for the specific purpose of this research. Data was collected using Google Forms and analyzed for statistical frequencies. The results of the study show that the teachers that were surveyed have very positive perceptions towards the use of reflection and metacognition. More specifically, they reported that proper feedback and adequate questioning are required for reflection and they considered metacognition fundamental to shape students’ learning. Regarding the use of blogs for reflective and metacognitive learning, most of the sample teachers reported using them but acknowledged that time and lack of technological ability are considerable issues. Due to the way this study was conceived, its results may not be valid for the international community but may give insight to educational stakeholders in contexts similar to those of the research.