Adopting communicative language teaching (CLT) approach to enhance oral competencies among students: Teachers’ attitudes and beliefs

The idea of communicative competence is one of the most influential theoretical developments in language education as it helps redefine the objectives of second language (L2) instruction. Although most teachers acknowledge the importance of CLT, many do not genuinely practice it. This paper attempts to explore teachers’ reasons or reluctance in using CLT in the classroom. The role of CLT approach in enhancing oral competencies is examined by analyzing the attitudes and beliefs of the teachers. The data is gathered using interview sessions. A range of practical activities is proposed to help language teachers integrate CLT in their lessons

Peer Editing in French Using Digital Tools: A Micro-Analysis of Learner-Computer Interactions

AbstractThis paper describes a case study focused on the ways in which university-level learners of French as a second language collaborate during peer-editing sessions assisted by digital tools. The purpose of the study is to better understand users’ interactions with each other and with technologies at a micro level. Audio recordings and video screen captures of peer-editing sessions serve as a basis for our analysis of strategies deployed by 12 learners of French as a second language enrolled in an intensive intermediate grammar and writing course. Using a mixed-methods approach based on qualitative and quantitative data collected with five peer-editing groups, the study centres on processes in which participants engage to perform their tasks. The paper makes recommendations regarding task design and learners’ training for development of digital literacies.RésuméCet article présente une étude de cas portant sur les stratégies utilisées par des apprenants de français langue seconde en milieu universitaire, lors de séances de correction des pairs assistées par des outils numériques. L’objectif de l’étude était de mieux comprendre, à un niveau micro, les façons dont les participants interagissaient entre eux, ainsi que d’identifier les interactions avec les outils numériques utilisés. Pour ce faire, nous avons eu recours à des enregistrements audio et à des captures d’écran de séances de correction des pairs pour analyser les stratégies mises en œuvre par ces étudiants inscrits dans un cours de grammaire et d’écriture de niveau intermédiaire. À partir des données d’ordre quantitative et qualitative recueillies auprès de cinq groupes d’apprenants, cette étude s’est concentrée sur les procédés auxquels avaient eu recours les participants pour accomplir la tâche. L’article offre des recommandations sur les conceptions de tâches et sur la formation à la littératie numérique

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

An Analysis of the English Class Discourse in the Iranian High Schools

One of the decisive factors of students’ success in second language learning is employing interactive strategies related to Bakhtin’s notion of dialogic discourse. Following Bakhtin’s conceptualization of discourse (1981), monologic and dialogic patterns can be considered as the opposing ends of the teacher’s discourse continuum. Given this, the current research intended to find out whether the Iranian high school teachers maintain a monologic discourse in their classes or a dialogic one. To accomplish this goal, a comprehensive exploration of the related literature carried out to identify the features differentiating monologic and dialogic discourse, which proved to be around thirteen. Afterwards, based upon the enumerated characteristics of the two discourse patterns, structured interviews were conducted with ten high school English teachers. Moreover, one case study was conducted to boost the reliability of interview’s findings in which a teacher’s classes were observed, video-taped, transcribed, and analyzed for recognizing the type of discourse pattern used by the teacher. The analysis of the findings from both interviews and the case study using grounded theory and conversation analysis revealed that the teachers used a monologic discourse pattern in their classes. Implications are provided in terms of the Iranian EFL context

Formative e-assessment: Practitioner cases

This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 – January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the 'domain' of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology – the design pattern methodology – as well as a critical discussion of the findings – namely the patterns and the role of technology – are the focus of a separate paper (see Daly et al (forthcoming). This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam (2009). In addition, Laurillard's Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper1

Investigating scaffolding strategies for promoting reasoning-based, collaborative discourse with linguistically diverse learners in the mainstream classroom

The Common Core State Standards (CCSS, 2012) call for shifts in teaching and learning, emphasizing diverse students’ complex uses of language and skilled articulation of reasoning in collaborative discussion settings. Concurrently, it is becoming increasingly common for English Learners (ELs) to be educated in mainstream classrooms alongside their English-proficient peers, raising the challenge for teachers to effectively mediate these new standards into practice for all students. This design-based research study, grounded in sociocultural theory, was carried out in collaboration with two classroom teachers. The study focused on the implementation of discussion scaffolding strategies, including academic language functions (e.g., language used by students to tell, restate, build on, or challenge). The analysis investigated shifts in both whole class discourse and the discourse of four English learners in the classroom over a seven-month period. Qualitative and quantitative analyses of eight audio-recorded discussion transcripts examined shifts in student talk, with particular attention to (a) participation, (b) reasoning, (c) collaborative talk, and (d) use of academic language for engaging in dialogue with peers. Analyses revealed that as teachers successively introduced the four categories of talk moves, students engaged in significantly more reasoned, collaborative talk. Over time, students also used the academic language stems with greater frequency and exhibited increased autonomy in reasoned-focused, collaborative talk. Additionally, collective reasoning (prompted by instructional moves designed to have students think with others) appeared to promote individual reasoning, as shown by higher instances of reasoning words used by students. Shifts in talk for EL students were similar to those of the whole class, with key differences being how ELs were afforded additional opportunities for second language development in the context of discussion: ELs had a chance to listen to and express complex reasoning, extended discourse, and relevant language functions in contextualized ways. They engaged in meaningful and sustained interactions with English-proficient peers. Finally, ELs connected new learning with their prior knowledge and experience. These findings pose important considerations for implementing standards in ways that support reasoning-based, collaborative discourse for all students—while simultaneously affording ELs learning opportunities for developing language proficiency and disciplinary knowledge in an equitable learning environment