Building Foreign Language Vocabulary through Blogging

Learning a foreign language can prove to be challenging, especially with the continual addition of new vocabulary, verbs, and the different grammar topics involved in language learning. There are a variety of resources available, in traditional paper format as well as digital, to help language learners get that iterative practice that they need in order to master their language skills. Some of the resources may focus specifically on one of the areas of reading, writing, listening, and speaking, while others serve multiple purposes.

I have tried to find new and creative ways to introduce the vocabulary at the start of a new unit as well as to continue reinforcing it throughout each unit of study. But most important to me as a teacher, is finding authentic ways to help students learn which  will also increase engagement with the language and one another. 

The use of blogging in the foreign language classroom has proven to be an imperative tool for promoting student voice, and enhancing communication and collaboration. Blogging provides a means for students to become more expressive and creative in their writing and to continuously develop confidence as they write. Through feedback and reflection, they begin to see the progress they make with each post. For teachers, the ability to provide direct, personal feedback to students, helps each student to focus on building the critical language skills. Recently, I have thought of new and innovative ways to help students focus on specific vocabulary that they need and promote the peer collaboration.

I encourage students to become more than just learners in the classroom. I want them to teach each other by drawing upon each other’s strengths. Peer teaching has been an effective practice in the past, and I thought trying something a bit more creative might have a greater impact on student learning, especially when starting something that is so straightforward – a new vocabulary unit.

Using Kidblog, I have had students write their own stories using the list of vocabulary in an effort to have their practice be more personalized. With this method, I found students would work around the words they found most challenging, defeating the purpose of this exercise. Knowing this, I had students select a list of 10 to 15 words that they find are more difficult to master in the class. Each student will compile a list and then will exchange lists with ​another student​. Once each student has the word list, they will begin writing a story using each of the words to help the other student better understand the meaning of the word. Adding in a theme, or encouraging students to write a story with humor that is relevant to the context of the vocabulary, is also a great way to further engage students in the activity.

Once the stories have been created,  students exchange stories and, without using their vocabulary definitions, will try to negotiate word meaning from the context of the story. Based on the context, it is hoped that students will be able to decipher the meaning. Since the story was written specifically for them, it is an authentic and meaningful way to learn. Students enjoy working together, creating a story that will help their peers to learn the vocabulary, but (unbeknownst to them) also builds their own language skills.

By creating with the language in this way, all students will attach new meaning to their learning and, as a result, will experience positive effects. There is an increase in language retention because of the authenticity of the written product, and an increase in confidence, as each student will build on their strengths by writing a story using their knowledge to teach others. The communication and collaboration between peers enhances the culture of the learning environment, and students have fun creating with the language and taking a leadership role in the classroom.

About the Author
I am a Spanish and STEAM: What’s nExT in Emerging Technology Teacher at Riverview Junior Senior High School in Oakmont, PA. I am also an attorney and earned my Juris Doctor Degree from Duquesne University School of Law and have a Master’s Degree in Instructional Technology. I am the Communications Chair for the ISTE Mobile Learning Network, the President-Elect and Innovations and Resources Co-Chair for the Teacher Education Network and the PAECT Historian. I was selected as the 2017 Outstanding Teacher of the Year by PAECT (the Pennsylvania Association for Educational Communications in Technology, the PA affiliate of ISTE) and by the NSBA as one of the "20 to watch" educators. I am proud to be involved in several communities including being a Common Sense Media Educator, an Ambassador for BloxelsEDU, Buncee, CoSpaces, Flipgrid, Hoonuit, and an Edmodo Certified Trainer, Nearpod PioNear, Recap Pioneer, TES Ambassador and Ambassador for several other networks. I wrote chapter 3 of the Edumatch book “Snapshot in Education 2016”, and I am a contributing author to “Gamify Literacy” from ISTE. I enjoy blogging and writing for Kidblog and I am always looking for new learning opportunities to benefit my students. You can connect with me on Twitter @rdene915.


  1. Yuziana

    Dear Racheal,

    I accidentally came across with your post and I found your experience is very motivating and encouraging.

    I wonder if you can share with me how to start to use the blog and how to give the instruction to the students to participate in my blog. I am not used to the technology and creating blog before.

    Thank you for your help.

    Best regards,
    University Malaysia Perlis,

  2. Robert Copeland

    Dear Rachael, I would absolutely love the same information that Yuzie had requested on how to get started and how to give students information on how to participate in a blog

  3. Basti

    Interesting article. I believe that learning vocabulary is all about getting a feel for the sound of a word. If you know the pronunciation, you can imagine a word internally. That helps immensely.

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