@article{oai:kansaigaidai.repo.nii.ac.jp:00006251,
 author = {Fergus, Michael Hann},
 journal = {研究論集, Journal of Inquiry and Research},
 month = {Mar},
 note = {教育研究報告, EDUCATIONAL RESEARCH AND REPORT, This study describes a semester-long Secret Blog Group task undertaken by sixty university students in three writing classes. Twenty groups (three students from different classes in each group) were matched up according to interests. Their true identities were kept from each other. Each student developed a secret identity and created a blog. Students made one weekly blog posting on an assigned topic or a topic of their choosing. Students read and commented on the blogs of their secret group members, and responded to comments made on their own blog posts. A twenty-item pre-task questionnaire on past writing experiences showed that students were 1) had previously completed journal assignments; 2) felt that feedback was not helpful; 3) were unwilling to show their writing to their peers; 4) didn't enjoy writing in English or Japanese. The same twenty-item questionnaire administered at the end of the semester showed that students felt that 1) the feedback they received was helpful; 2) they were willing to have their partners read their blogs; 3) they were less reluctant to share their journals with peers; 4) writing was more enjoyable. Open-ended comments were grouped into the following topics and discussed: fluency; feedback; secret partner identity; number of secret partners; different abilities; rolling topics; workload; and over-personal writing.},
 pages = {167--178},
 title = {Using Secret Blog Groups in the Classroom},
 volume = {85},
 year = {2007}
}