"Blogs are regarded as 'websites consisting of dated entries typically listed in reverse chronological order on a single page" (Kolari et al., 2006:92)
After reading the article " Developing writing fluency and lexical complexity with blogs" by T. Fellner I would bring the ideas provided to the Armenian reality. Developing English proficiency through blogging can be a good idea for those living in Yerevan, either language center or University students, as most of them are equipped with computers and students already have some digital skills as opposed to those living in rural areas, where students have only books and almost no access to the digital world. Blogging can really work as students feel more relaxed when they write for their friends, but on the other hand, this can be hard for some students. In case they write to the professor, no one but the student and the professor read the writing, while by blogging they make their writing public. Some can feel frustrated, especially if friends correct their errors publicly. Thus, blogging can be applied for a writing task. However, I would agree with T. Fellner that only in case of blogging meets the criterions of meaning, authentic task, impact, practicality, and enhancement this new method of improving language skills must be used in classroom teaching. Blogging can also be a good tool for collaborative group work, this will nurture a sense of joint responsibility and co-ownership in the creation of the writing product (L. Murray and T. Hourigan, 2008).
