The efects of peer corrective feedback trainning in face to face interaction and synchronousvideo-based computer-mediated comunication

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)This quasi-experimental study was conducted in a private school, in Santiago, Chile, with four groups formed by 9th graders with the same L1 (Spanish) immersed in an EFL context. The purpose of the study was to examine ways in which the potential of peer interaction on learning is maximized. Specifically, the study examined two instructional techniques, both of which have been gaining increasing attention from second language acquisition researchers: (a) training learners how to correct each other (corrective feedback: CF), and (b) synchronous communicative interaction via video-based computer-mediated communication (SVCMC). Participants were divided into four groups depending on their experimental conditions. Group A (SVCMC+CF training) engaged in communicative peer interaction via SVCMC and received CF training. Group B (SVCMC-CF training) was given the same peer interaction tasks but did not receive any CF training. Groups C (FTF+CF training) and D (FTF-CF training) engaged in the same tasks in face-to-face in the classroom while only Group C received CF training. The intervention period lasted two weeks, consisting of four classes of 45 minutes for each of the four groups. The analysis involved (a) learners’ interactional behaviors, namely, language-related episodes, (b) their developmental outcomes with pre- and posttests focusing on past tense and locative usages, and (c) their perceptions based on exit questionnaire with close- and open-items. The results of this study reflected 3 main findings in peer interaction, corrective feedback, and SVCMC. With regard to interactional patterns (peer interaction), corrective feedback training promotes collaboration and so FTF environments, yet in SVCMC dominant patterns were more likely to arise. Meanwhile, CF training helped enhance learners’ language development as their results in the post-test were higher than in the pre-test and, in turn, SVCMC groups outperformed FTF groups. Concerning students’ perceptions, they overtly expressed positive beliefs regarding Peer Corrective Feedback and SVCMC activities. In short, clear differences were found among groups with different interventions resulting in distinct patterns, L2 development outcomes, and learner perceptions.Este estudio cuasi-experimental fue conducido en un colegio privado en Santiago de Chile, con cuatro grupos formados por estudiantes de primer año medio, cuya lengua nativa es el español. Los estudiantes estuvieron inmersos en un contexto EFL. El propósito del estudio fue examinar medios por las cuales el potencial de la interacción entre pares en el aprendizaje sea maximizado. Específicamente, este estudio examinó dos técnicas instructivas, las cuales han recibido recientemente atención paulatina de los investigadores en el campo de la adquisición de un segundo idioma: (a) capacitar a los estudiantes en como corregir a sus pares (retroalimentación), e (b) interacción comunicativa sincronizada a través de video conferencias (ICSV) mediadas por computadores. Los participantes fueron divididos en cuatro grupos según sus condiciones experimentales. El Grupo A (ICSV+ capacitación en retroalimentación) involucrado en interacción comunicativa— entre pares— a través de ICSV y recibieron instrucción en retroalimentación entre pares. Al Grupo B (ICSV – capacitación en retroalimentación) se le dio las mismas tareas, pero no recibió capacitación en retroalimentación. El Grupo C (cara a cara + capacitación en retroalimentación) y el Grupo D (cara a cara – capacitación en retroalimentación) participaron en las mismas tareas cara a cara en la sala de clases mientras que solo el Grupo C recibió capacitación en retroalimentación. El periodo de intervención fue de 2 semanas, compuesto de 4 clases de 45 min para cada uno de los grupos. Este análisis involucró (a) comportamientos interaccionales de los estudiantes, es decir, episodios relacionados con el lenguaje, (b) los resultados que reflejaron el desarrollo del lenguaje de los estudiantes fueron obtenidos mediante una evaluación previa a la intervención y otra posterior a la intervención; las evaluaciones se enfocaron en el uso del pasado simple y locativos, finalmente (c) las percepciones de los estudiantes obtenidas mediante un cuestionario de preguntas cerradas y abiertas. Los resultados de este estudio reflejaron 3 hallazgos principales en cuanto a interacción entre pares, retroalimentación, e ICSV. En cuanto a los patrones interacciónales (interacción entre pares), la retroalimentación y la comunicación cara a cara resultaron promover la colaboración, a diferencia de ICSV en la cual los patrones dominantes tuvieron más probabilidades de surgir. Mientras tanto, la capacitación en retroalimentación ayudó al mejoramiento del desarrollo del lenguaje de los estudiantes ya que sus resultados a lo largo de las evaluaciones pre y post presentaron un alza y, en consecuencia, los grupos que interactuaron a través de ICSV superaron a los grupos que interactuaron cara a cara. Tomando en cuenta las percepciones de los estudiantes, ellos expresaron abiertamente ideas positivas en cuanto a las actividades la capacitación en retroalimentación e ICSV. En resumen, diferencias claras fueron encontradas entre los grupos con diferentes intervenciones resultando en distintos patrones de interacción, resultados en el desarrollo del lenguaje, y percepciones de los estudiantes

Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy

We propose a definition of synchronous communication based on joint attention, noting that in certain mediated communication settings joint attention is a matter of perception rather than determinable fact. The most salient properties of synchronous computer-mediated communication (SCMC) are real-time pressure to communicate and a greater degree of social presence relative to asynchronous communication. These properties underlie the benefits and challenges of SCMC for language learning, which we discuss under three headings: (1) SCMC as learning tool; (2) SCMC as target competence; and (3) SCMC as setting for learner dialogue, intracultural and intercultural. We survey research themes in SCMC and preview the contributions of the Special Issue. Finally, we identify questions for future research

Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad

The current study explores closely how using a combined modalities of asynchronous computer-mediated communication (CMC) via blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers (L1s) supports autonomous learning as the result of reflective and social processes. The study involves 16 American undergraduate students who participated in blogs to develop their intercultural competence over the course of one-semester study abroad. The results show that blogs afforded students the opportunity to work independently (e.g., content creation) and reflect upon cross-cultural issues. Critical reflection, however, relied on the teacher’s guidance and feedback, as most of the students were cognitively challenged by not being able to clearly articulate different points of view. It is likely that students were not accustomed to reflecting. The findings also indicate that task type fostered autonomy in different ways. While free topics gave students more control of their own learning, teacher-assigned topics required them to critically think about the readings. Lack of access to Internet at the host institution and family also contributed to a limited level of social interaction. The study concludes that well-designed tasks, effective metacognitive and cognitive skills, and the accessibility to Internet are essential to maximize the potentials of blogs for learner autonomy and intercultural communication

Distance and virtual distance: Preliminary results of a study of interaction patterns in synchronous audio graphic CMC and face-to-face tutorials in beginners’ language tutorials

This paper presents preliminary results of a larger study of interaction patterns in beginners’ language tutorials held at the Open University. The tutorials are voluntary, supplementing a distance learning course in German as a Foreign Language. Tutorials are offered in two versions: traditional face-to-face tutorials in a classroom or online tutorials held through an internet based audio-graphic conferencing system. Interaction patterns are compared between the two modes of presentation, between different tasks performed by students and between different tutors initiating the same task. Results of the completed study will be published in 2005 / 06

Distance learning of foreign languages

doi: 10.1017/S0261444806003727This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of ‘low-end’ technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching

‘Living’ theory: a pedagogical framework for process support in networked learning

This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through case‐study analysis of learners’ experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the case‐study course and the action research methodology. It then identifies key dimensions of four interconnected developmental processes—orientation, communication, socialisation and organisation—that were associated with ‘learning to learn’ in the course’s networked environment, and offers a flavour of participants’ experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for process‐focused (as well as domain‐focused) learning tasks

Improving instructional effectiveness with computer‐mediated communication

This study explores the use of asynchronous Computer‐Mediated Communication (CMC) in the delivery of instructional content, and points up the interaction among learners, as well as between learners and instructors. The instructional content in the project described was available to learners online as Microsoft Word documents, with email being used for communicating within the student group. Many students, as well as some of the instructors, felt uncomfortable with the flexibility and openness that a CMC environment allowed. However, once familiar with this process of instruction and interaction, learners were able to work consistently at their own pace, and understand that instructors are interested in every individual learner's opinion and in the collective views of the group. It was evident that a CMC‐based instructional delivery system, when carefully planned, has the potential to facilitate that outcome, and to improve instructional effectiveness