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

Games for Learning: Which Template Generates Social Construction of Knowledge

The purpose of this study was to discover how three person teams use game templates (trivia, role-play, or scavenger hunt) to socially construct knowledge. The researcher designed an experimental Internet-based database to facilitate teams creating each game. Teams consisted of teachers, students, hobbyist, and business owners who shared similar interests and goals of creating knowledge to share with others. Four main questions guided the research. The first question and its sub questions seek a quantifiable measure of how social construction of knowledge occurs during the game creation process. The Interaction Analysis Model (IAM) (Gunawardena et al., 1997) was used to measure the lower and higher levels of knowledge created by each team. The first question asked which game template (trivia, role-play, or scavenger hunt) generates social construction of knowledge (SCK) with sub-questions that studied the lower and higher SCK phases of the IAM. Questions two and three captured qualitative aspects of the participants experience creating knowledge games. Question four adds additional quantifiable analysis based on system usage data. The study deployed a quasi-experimental mixed methods research method. The broad framework of this study — communities of practice, knowledge creation and measurement, and experimental constructivist learning — called for quantitative and qualitative data to understand how SCK occurs online through games. The researcher was at the center of data collection by recruiting participants, designing the system, and collecting research data. Data collection lasted for a span of nine months. Demographic surveys, coding and ANOVA testing of computer messages for SCK using the IAM Model, a thematic review and content analysis of interviews, observations, analysis of game completion surveys, and a report of system usage data encompass the data analysis for this study. All templates generated SCK according to the IAM Model\u27s definition of social construction of knowledge even though there was no statistical significance in terms of which game template was superior in generating SCK coding. Teams initially struggled with the format of the system and messaging system, but gained familiarity by the second and third games. The majority of the games created in this study were rated by the researcher as containing relevant and well written content. The researcher found that familiarity of teammates with one another, complexity of the system, collaboration, contributions, and communication tendencies within each template, and limitations of the technology as factors that influence how SCK occurs. All three game templates generated SCK as supported by findings from mixed methods research. Participants preferred to construct knowledge using the trivia template because of its ease-of-use and straight-forwardness. Role-play offered engaging complexity; even though it was short and simple, discussion and disagreements were needed to construct the activity. Scavenger hunt was found to be an intriguing template for teams to create in-depth activities and share with others, despite taking the most amount of time and writing to complete. Overall, participants expressed optimism for using the system to create knowledge games in order to share with others. Future researchers must employ mixed-methods research when studying custom-built SCK systems. Other suggestions include recruiting larger pools of participants, diversifying the types of teams in the study, providing better incentives, allowing flexible team sizes, and incorporating suggested improvements of the system\u27s design and message board

Exploring the quality of multimodal student dialogue using social virtual reality technology in an online course

Online courses include the design for student interaction to support effective learning. Studies have shown that online discussion boards are a useful option to engage students. However, with new emerging digital technologies such as Virtual Reality (VR), the question remains to what extent or in what ways these immersive technologies can be used for synchronous online dialogue to get sufficient quality of student dialogue. Hence, the alignment of online synchronous discussion using Social VR combined with an instructional dialogic strategy conceptual framework was investigated to explore to what extent Social VR is as an effective support in learning design. The Instructional Dialogic Strategy (IDS) from dialogic theory has been used to study the three activities of articulation, collaboration/social negotiation and reflection. A qualitative case study was conducted within a sixteen-week online course for graduate students in 2022. More specifically, the Tech-SEDA (Scheme for Educational Dialogue Analysis) coding scheme was applied to measure the quality of student digital dialogue. Data shows that Social VR is an effective support within this learning design to provide quality dialogue for articulation, collaboration and social negotiation but lacks considerably in reflection, even when discussion board reflections were added to the assignments. Similar dialogic patterns emerged between two groups concluding that the learning design presented for framing the dialogic assignment using Socratic questioning techniques, exploratory talk and ground rules affect the dialogic outcomes for IDS activities, sub-categories and criteria. Following this learning design model promotes quality dialogue with Social VR as an effective support if all the components are included and adhered. Future research may study reflective learning with Social VR.Includes bibliographical references

Using Toulmin Argumentation to develop an Online Dispute Resolution Environment

Our goal is to model reasoning in discretionary legal domains. To do so, we use Knowledge Discovery from Database Techniques. However there are obstacles to this approach, including difficulties in generating explanations once conclusions have been inferred, difficulties associated with the collection of sufficient data from past cases and difficulties associated with integrating two vastly different paradigms. Toulmin’s treatise on the uses of argument can be gainfully employed to construct legal decision support systems in discretionary domains. We show how we can use Toulmin’s approach to build such systems with examples taken from the domains of eligibility for legal aid, evaluation of eyewitness evidence, family law, refugee law and sentencing. We then show how Toulmin Argument Structures can be developed to construct an Online Dispute Resolution environment that allows for determining BATNAs, exchanging opinions and providing advice about tradeoffs

Death masks and professional masks: community, values and ethics in legal education

This article is a case-study of simulation as a way of learning values and ethics, an approach implemented curriculum-wide within a postgraduate, professional legal educational programme, the Diploma in Professional Legal Practice, in Scotland. It involves learning face-to-face using conventional print resources, and also involves online digital resources. While the use of the web to simulate a professional environment is nothing new in itself, the implementation of it (first in the Glasgow Graduate School of Law and then Strathclyde Law School) and on this scale is fairly unique. The article explores the genesis of this approach, its interdisciplinary bases, and its use in various law schools, its effects in building learning communities and facilitating ethical self-revelation

Development of English as a Second Language in the Context of Massively Multiplayer Online Role-playing Games

This dissertation examined the affordances of commercially developed massively multiplayer online (role-playing) games (MMOGs) for second language (L2) development. It comprises three self-contained but related studies. The first study, as a scoping review, synthesized 32 empirical papers, which investigated different aspects of L2 development in the context of these games. It sought to find out what aspects of L2 learning have been examined and how, and what the findings suggest regarding L2 learning opportunities and outcomes. This study highlighted that empirical research in this area is mainly qualitative and that L2-related affective factors, vocabulary, and communicative competence have been the most widely investigated topics. It concluded that MMOGs afford socially supportive and emotionally safe environments, which encourage L2 learners to use multiple opportunities for enriching their L2 vocabulary and enhancing their communicative competence in the target language. The second study was an exploratory research. It adopted an interactionist approach to characterize the nature of the negotiations of meaning that occurred in the conversational exchanges between native (NES) and non-native English speakers (NNESs) playing World of Warcraft. The data consisted of 63 hours of audio-recorded, in-game conversations over a 5-month period. The participants consisted of an NES and 6 NNESs who were divided into two groups (low and high intermediate) according to their English language proficiency. This study identified and characterized the most frequently occurred triggers, indicators, responses and reaction to the responses in three types of dyadic conversational exchanges. The third study examined L2 development through ―usage-based‖ theories of language learning. It was a time-series (longitudinal) research that examined the trend of changes in the linguistic complexity of the NNESs‘ spoken discourse during a 5-month period of gameplay. This examination involved repeated (in three equally-distributed time intervals) calculations of fourteen syntactic complexity indices and the indices associated with three components of lexical complexity (diversity, sophistication, and density). Overall, the results turned out to be more promising for the low intermediate than the high intermediate group of the NNESs. More detailed findings are presented and discussed in light of the current literature