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

First language in the classroom: the forbidden fruit?

Tesis (Profesor de Inglés para la Enseñanza Básica y Media y al grado académico de Licenciado en Educación)Over the past years, the use of students’ first language (L1) in the classroom has been a highly discussed topic in the EFL classroom as well as in the field of second language (L2) teaching/learning research. There is a tendency that advocates communicative language teaching which suggests that L1 use should forbidden in the classroom. However, research has yet to discover whether L1 use has a positive or negative impact on L2 learning. Hence, the present study aimed to examine L1 functions and the impact of L1 use on L2 development. The present study was conducted in a private school in Santiago, Chile. The participants of this study (N = 34) were engaged in two collaborative writing tasks about the book they were reading in their English literature classes, and their discussions were audio-recorded and later analyzed. A quasi-experimental method was utilized in order to observe the influence that group work had on their L2 vocabulary development. The results demonstrated that the students’ L1 played a major role in their interaction while together working on the collaborative tasks, and it served for the development of L2 vocabulary. Specifically, the results suggest that the way in which individual learners contributed to interaction affected their learning outcomes.En los últimos años, el uso de la primera lengua de los estudiantes ha sido un tema altamente discutido en las salas de clases y en la investigación de la enseñanza de inglés como Lengua Extranjera. Existe una tendencia general de prohibir el uso de la primera lengua, sin embargo, aún existen vacíos sobre la influencia positiva o negativa que esta podría tener en el aprendizaje de vocabulario. El presente estudio se realizó en una escuela privada en Santiago, Chile. El propósito del mismo fue observar las funciones que cumplía la lengua nativa en la interacción de los estudiantes y cómo esto afectaba al desarrollo de la segunda lengua en alumnos de octavo básico con alto nivel de inglés. Los participantes de este estudio fueron involucrados en dos actividades de escritura colaborativa sobre el libro que estaban leyendo en las clases de literatura inglesa, donde sus discusiones fueron grabadas en audio y luego analizadas. Se utilizó un método cuasi experimental para observar la influencia que tuvieron sus discusiones grupales –utilizando su primera lengua—en el desarrollo del vocabulario en la segunda lengua. Se aplicaron evaluaciones pre y post con el fin de tener un registro del desarrollo del vocabulario de los estudiantes y las funciones que la lengua materna cumplió fueron codificadas como sugirieron DiCamilla y Antón (2012). Los resultados demostraron que la lengua materna de los estudiantes jugó un rol mayor en su interacción mientras desarrollaban en conjunto actividades colaboración, y sirvió para el desarrollo del vocabulario de la segunda lengua. Más aun, los resultados sugieren que la forma en la que alumnos contribuyeron individualmente en las discusiones afectó los resultados en sus aprendizajes

Non‐hierarchical learning: sharing knowledge, power and outcomes

Arguing that every student has the capacity to succeed and that every student must be provided with the opportunity to reach their full potential, this article introduces a new pedagogic approach that draws on a wide range of influences. Linking theoretical practices from sociology, pedagogy, social and educational psychology, and cultural studies, the approach posits that teaching and learning should be conducted in non‐hierarchical classrooms where all members are equal and working towards shared objectives. A theoretical frame is outlined and the factors that helped shape it are reflected on. A conceptual framework which covers the goals of instruction, instructional materials, classroom management, instructional methods, and assessment is also presented. It is hoped that educators will consider the concepts included in this article and, if possible, incorporate them into their teaching practices

Own-language use in language teaching and learning: state of the art

Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students’ own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of ‘optimal’ in-class own-language use, the article then reviews research into teachers’ and students’ attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice

EFL teaching through english-practice work stations (EPWS) to enhance participation and interaction in english for third grade learners

Tesis (Pedagogía en Inglés)Teachers all over the world are constantly searching for new activities, new strategies and methodologies that can help them make their lessons more satisfying for their learners and making it possible to enhance their learning process as well as their results. This has become a titanic effort for those teachers who do not count on the amount of time necessary for their lesson planning and to design their activities. But there are numerous Internet websites or teachers on social networks that are willing to give and share ideas. While doing the previous research for this thesis the authors came across with Debbie Diller’s book “Literacy Work Stations: Making Centers Work” (2003), where she explains how Literacy Work Stations (henceforth, LWS) work. After reading vast information about this method, there are several aspects presented that are very similar to the one seen at pre-elementary school by two of the authors were this methodology consisted of working in stations during short periods and rotating between them, so learners can work on different subjects. The researchers think that this kind of methodology is the one that generated faster and deeper development of the four skills of the English language for the two of them. And so the main purpose of this research is to foresee its usefulness and to propose an innovative strategy to enhance participation and interaction, not only in Spanish but mainly in English, inside an English as a Foreign Language (henceforth, EFL) lesson. The topic of this research is related to the implementation of a different strategy in elementary grades called English-Practice Work Stations to enhance participation and interaction during EFL lessons

Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases

The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents’ learning experiences. While language learning motivation has been widely researched, its relationship with emotion in the learning experience has not been examined in depth thus far. To gain deep insight into this relationship, the present study used various qualitative methods: a written task, multiple semi-structured interviews with the students and their teachers, and prolonged lesson observation. The findings showed that the learners’ motivation and emotions were closely intertwined in their learning experiences in idiosyncratic ways. Mika (pseudonym) experienced the prevalent emotion of love of English and was a highly motivated learner. In her out-of-class learning experience, her motivation was linked to her emotions towards her favorite singer. In her classroom learning experience, her motivation was shaped by her teacher’s encouragement and support. Kate (pseudonym) did not reportedly experience a dominant emotion towards English and had a rather weak motivation. The absence of an expressed dominant emotion towards English was linked to her classroom learning experience before high school, namely to her teacher’s lack of encouragement, which hindered her motivation. By focusing on two contrasting cases of learners, this study has foregrounded the role of the emotional aspects of the language learning experience in shaping motivation, showing how strong positive emotions enhance and sustain motivation and how the lack of such emotions hinders motivation

Reducing Students' Foreign Language Anxiety in Speaking Class Through Cooperative Learning

One of the challenges in teaching English as a foreign language to students in Indonesia is the existence of Foreign Language Anxiety (FLA) that are faced by students at any level of education. FLA has hindered the students in mastering English, especially in Speaking Skill, it is shown by their performances in the class which are too nervous, shy, unwilling to participate and lack of confidence.Gardner and McIntyre,(1987) stated that FLA negatively impacts the quality of learning and is a critical factor in learners' success or failure in learning a foreign language. Based on the aforementioned statements, it means reducing students' language anxiety can enhance their overall learning experience and improve motivation and achievement.Thus, for many years, some researchers have attempted to find the most suitable techniques and methods to help students overcome this problem. Some of which is by providing them a conducive learning environment, the culture of caring and of course, a non-threatening atmosphere in the classroom. For that reason, this paper isintended to propose a technique to reduce the students' anxiety; that is cooperative learning. By using cooperative learning, it is expected that it can overcome this problem, as this technique offers a good language-learning environment in which the process of learning dealing with cooperativeness rather than competitiveness. This is in line with Krashen (1982). He, through his Affective Filter Hypothesis, contends that one of the factors of language acquisition to happen is in a low-filter language-learning environment

Expectations eclipsed in foreign language education: learners and educators on an ongoing journey / edited by Hülya Görür-Atabaş, Sharon Turner.

Between June 2-4, 2011 Sabancı University School of Languages welcomed colleagues from 21 different countries to a collaborative exploration of the challenging and inspiring journey of learners and educators in the field of language education.\ud \ud The conference provided an opportunity for all stakeholders to share their views on language education. Colleagues met with world-renowned experts and authors in the fields of education and psychology, faculty and administrators from various universities and institutions, teachers from secondary educational backgrounds and higher education, as well as learners whose voices are often not directly shared but usually reported.\ud \ud The conference name, Eclipsing Expectations, was inspired by two natural phenomena, a solar eclipse directly before the conference, and a lunar eclipse, immediately after. Learners and educators were hereby invited to join a journey to observe, learn and exchange ideas in orde

El uso de estrategias de comunicación de aprendices de inglés como L2 con diferentes niveles de competencia en un contexto oral interactivo

Indexación: Web of Science; Scielo.Abstract: This study aims to examine the different communication strategies (CSs) EFL learners employ when communicating orally, and determine the relationship between the learners’ proficiency level and their CS use. Spoken data from three conversations held by Spanish learners of English of different levels were analysed in order to determine the type of CSs they used when interacting with a native speaker (NS) in an informal environment outside the classroom. The identification of the CSs was carried out following Dörnyei and Körmos’ taxonomy (1998). Overall results show that there is an association between the learners’ proficiency level and their CS usage. Results from a detailed analysis confirmed this relationship and revealed that the learners’ linguistic competence is not only related to the frequency of the CSs used but mostly to the type of CS.Resumen: El objetivo de este estudio fue analizar las diferentes estrategias de comunicación (EsC) que utilizan aprendices de inglés como L2 al comunicarse oralmente, y determinar la relación entre la competencia lingüística de estos estudiantes y el uso de las EsC. Se analizó un corpus oral obtenido de tres conversaciones entre estudiantes de inglés de distintos niveles de competencia con el propósito de descubrir el tipo de EsC que éstos utilizan al interactuar con un hablante nativo en un ambiente informal fuera del aula. La identificación de las EsC utilizadas se realizó mediante la taxonomía propuesta por Dörnyei y Körmos (1998). Desde un punto de vista general los resultados muestran que existe una asociación entre el nivel de competencia lingüística de los estudiantes y las EsC que éstos utilizan. Esto fue corroborado mediante un análisis más detallado de los datos que demostró una relación no sólo entre el nivel de competencia y la frecuencia de uso de las EsC sino principalmente con el tipo de estrategias utilizadas por cada nivel.http://www.scielo.cl/scielo.php?pid=S0718-09342016000100004&script=sci_abstrac

The Teaching of Vocabulary through the Multisensory Approach to EFL Third Age Adults in a Public Nursing Home in Pereira, Colombia

El aprendizaje del idioma inglés es un proceso que conlleva beneficios cognitivos, personales, sociales y de crecimiento. Esta investigación cualitativa tuvo como objetivo integrar a una población de adultos mayores en lecciones de vocabulario en inglés basadas en los principios de la teoría de la andragogía