Volume 22 Number 1, February 2018

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    Language learners' perceptions of having two interactional contexts in eTandem
    (University of Hawaii National Foreign Language Resource Center, 2018-02-01) Yang, Se Jeong ; Kessler, Greg
    The aim of this study was to gain insights into how language learners perceive two online interactional contexts and how these perceptions impact the learners’ participation in eTandem learning. This study incorporated pair work with group discussion as interactional contexts, connecting Korean language learners with English language learners. Pair work included online chatting and personal blog writing where each pair exchanged feedback on one another’s L2 writing. Group discussion included interaction among all the participants in a group blog where they discussed weekly topics. The study found that individual participants differently perceived the effectiveness of the two interactional contexts: some thought that both contexts were helpful together for developing L2 skills and for acquiring cultural knowledge, while others thought that these two contexts together were not as effective as expected. These perceptions affected not only the participant’s own participation in the project, but also others’ participation. This study offers pedagogical implications for ways in which researchers can further improve the design of eTandem learning.
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    Pre-service EFL teachers’ online participation, interaction, and social presence
    (University of Hawaii National Foreign Language Resource Center, 2018-02-01) Satar, H. Müge ; Akcan, Sumru
    Participation in online communities is an increasing need for future language teachers and their professional development. Through such participation, they can experience and develop an awareness of the behaviors required to facilitate their future learners’ participation in online learning. This article investigates participation, interaction patterns, and social presence (SP) levels of pre-service English as a foreign language (EFL) teachers in online communication within a longitudinal blended learning setting. A secondary aim of this article is to explore social network analysis (SNA) as an alternative method to measure SP. Data analysis included calculation of number of forum entries and words, qualitative analysis of interaction patterns, content analysis, and SNA. The results indicated that an online course on tutoring skills and SP improved pre-service EFL teachers’ online participation skills. Increased interaction and a more cohesive network were observed as the course progressed. The findings are significant in that they suggest a relationship between content analysis for SP (especially the interactive dimension) and SNA measures (centrality, influence, and prestige), implicating SNA as an emerging research method for the investigation of SP. This article concludes with future research perspectives and suggestions for EFL teacher training.
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    Discourse moves and intercultural communicative competence in telecollaborative chats
    (University of Hawaii National Foreign Language Resource Center, 2018-02-01) Ryshina-Pankova, Marianna
    With a shift toward understanding the goals of foreign language learning as development of intercultural communicative competence (ICC; Thorne, 2010), telecollaborative interaction with geographically distant partners has been seen both as a pedagogical tool that can play a significant role in promoting intercultural negotiation abilities and attitudes and as a felicitous context for assessing these abilities. Addressing the assessment task through a linguistically-grounded investigation of telecollaborative chats, this exploratory study aims to demonstrate how abstract aspects of ICC can be operationalized as deployment of particular discourse structuring and linguistic resources. Drawing on the systemic-functional approach to discourse analysis (Eggins & Slade, 1997) and Byram’s (1997) framework of ICC, this study examines written synchronous chats created throughout a 7-week telecollaborative activity by advanced American learners of German at a private US University and by German University students, future FL teachers. The quantitative and qualitative results demonstrate what precise discursive moves and language resources that realize them characterize ICC and at the same time enable it. Implications of the use of the methodological framework for further research of ICC in telecollaborative discourse, as well as some applications of the findings to pedagogy, conclude the study.
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    Review of Digital language learning and teaching: Research, theory, and practice
    (University of Hawaii National Foreign Language Resource Center, 2018-02-01) Merzifonluoğlu, Ayşe ; Gonulal, Talip
    This edited book, organized into a preface, an introduction, and 19 chapters, is grouped into two main parts: Part I, The research perspective (the first 10 chapters after the introduction) and Part II, The pedagogical perspective (the last nine chapters). Part I presents the findings of some of the doctoral research funded by Doctoral Dissertation Grants from The International Research Foundation, while Part II, written by more seasoned researchers with remarkable experience in the use of technology in language education, places a focus on key advancement in digital language learning, teaching, and assessment.
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    Review of Learner autonomy and Web 2.0
    (University of Hawaii National Foreign Language Resource Center, 2018-02-01) Sadler, Randall
    While there have been many studies examining the effect of Web 2.0 tools on the language learning process, this book makes a significant contribution in terms of the specific focus on learner autonomy, the variety of platforms researched, and the inclusion of a chapter with an underutilized format in such edited volumes (explained below). Especially considering its relatively modest price in these days when edited educational texts are all too often out of reach for most academics, this book should be a welcome addition to the library of those focused on technology and language learning. The book is divided into nine chapters and is arranged into six general themes, including the following: A framework for thinking about language learning and teaching (Chapter 2); Learner autonomy: From constraints to affordances (Chapter 3); Learner autonomy and metacognition (Chapters 4 and 5); Learner autonomy in social media (Chapters 6 and 7); Learner autonomy: From object-regulation to self-regulation (Chapter 8); Learner autonomy and informal learning: Exchange value and use value (Chapter 9).