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Long V Nguyen
Theoretical foundations
Research statements and research
questions
Participants
Results analysis
◦ Participation level
◦ Interaction level
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learning as a social process
rather than restrained within
an individual (Vygotsky, 1978).
the teacher as a facilitator and
the learners as active
participants (Lamy &
Hampel, 2007).
social interaction as a
means of knowledge
construction (McInnerney
& Roberts, 2004).
Collaborative learning
Socioculturally, “CMC is not just a
tool. It is at once technology,
medium, and engine of social
interactions. It not only structures
social relations, it is the space within
which the relations occur and the tool
that individuals use to enter that
space” (Jones, 1995, p. 16).
Chapelle (2001); Kern & Warschauer (2000);
Thorne (2008).
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Websites Email Blogs Wikis Chat SMS
============================================
Product-oriented Process-oriented
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CMC
Aural Textual Visual
Asynchronous Synchronous
Collaborativelearning
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Computer mediated
communication
Computer mediated
collaborative learning
Three critical attributes have been identified in collaborative learning (Ingram and Hathorn, 2004):
- Interdependence … of individuals in the group as they work towards the common goal.
- Synthesis of information …. among individuals in the group.
- Independence …. of the teacher.
Challenge: how can we measure the amount of collaboration based on the three elements?
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Participation
Interaction
Synthesis
The three central components of collaborative learning (Ingram & Hathorn, 2004)
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CMCL
Collaborative practice training
Online communicative competence
English language development
How can CMCL be integrated into an EFL environment
in the particular Vietnamese sociocultural context?
Computer Mediated Collaborative Learning in an EFL Environment: Process, Product,
and Students’ Perceptions
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1. What is the nature of online synchronous discussion and how
effective is it in comparison with the traditional face-to-face
discussion in collaborative learning in the EFL classroom?
2. What is the nature of online asynchronous peer review and how
effective is it in comparison with the traditional pen-and-paper peer
review in collaborative learning in the EFL classroom?
3. Does the use of a combination of online synchronous and
asynchronous exchanges result in a significant improvement of
English language achievement through collaboration?
4. What are students’ reflections on and perceptions of the application
of CMC collaboration into the EFL classroom?
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Participants
Control class(10 groups of 3 students)- Face-to-face discussion- Pen-and-paper peer review
CMC class (10 groups of 3 students)- Chat discussion (Yahoo!)- Wiki peer review (PBWiki)
N = 60Age: 20-22
Program: TESOLCourse: American Culture
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2.25
2.783.12
2.78
3.83
3.12
1.0
2.0
3.0
4.0
5.0Strongest
Strong
Average
Weak
Weakest
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0.88 0.88
1.671.20 1.25
0.65
2.97
0.0
1.0
2.0
3.0
4.0
5.0> 21 hours
16-20 hours
11-15 hours
6-10 hours
1-5 hours
Never
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Student’s chat window
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Teacher’s observation
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Control Class (n=10) CMC Class (n=10)
Mean S.D. Mean S.D. t p*
Discussion time 24:23 09:37 59:04 13:21 -6.66 .000
Total words 2035.20 776.11 896.30 308.21 4.31 .001
Total turns 121.00 58.05 143.20 53.71 -.89 .386
Words/turns 18.50 5.88 6.54 1.12 6.32 .000
Gini coefficient .24 .03 .16 .09 2.42 .033
*Significant at p < .05
Participation: FTF vs Chat Discussion
text-only method of exchanges: priorities were to quickly get ideas across and to smoothly maintain the conversation: fewer words in each turn.
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learners’ deficient
computer and typing skills
first time of applying SCMC in the academic
environment.
“I’m not surprised because normally the time used to type one sentence can produce up to three sentences in speech”.
Longer to type: eye switch
Periods of silences (Stickler, et al, 2007): more frequent and generally longer
lack of facial expressions: more time to think to ensure the understandability of messages
“if I’m stuck I can use my hands and face. When I move my body while talking, I feel my speech more fluent. I don’t know what to do if I’m stuck on chat.”
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A measure of statistical dispersion, commonly used as a measure of inequality. It presents values from 0 to 1, in which the smaller Gini coefficients correspond to greater equality. For example:
Group Member Words Gini
No. %
0101 Quy 568 16
Trang 863 24
Phuong* 2124 60 .29
0208 Nhung 198 28
Thang* 243 35
Hang 262 37 .06
n
iix
ni
xnG
121 2
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Gini coefficients by groups
0.00
0.05
0.10
0.15
0.20
0.25
0.30
0.35
010
1
010
2
010
3
010
4
010
5
010
6
010
7
010
8
010
9
011
2
020
1
020
2
020
3
020
4
020
5
020
6
020
7
020
8
020
9
021
0
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Member participation on
SCMC was significantly more
equal than that of the FTF
discussion. (Fitze, 2006;
Warschauer, 1996)
SCMC interaction can foster
greater participation in terms of
more time involvement, but not
in quantity. (Kern, 1995; Lee,
2002; Smith, 2003)
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Unit of analysis:Episodes
Discussions
Episodes
Independent Interactive
Off-task Language related Task related
(Storch, 2005 and Ganem-Gutierrez, 2006)
(Expanded from Mangenot & Nissen, 2006)
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Binh: just talk about the organization 1st
Binh: the content later
Ngan: yup
Ngan: thats what i mean
Yen: we can say anything we like,
Yen: pls dont focus on content
Ngan: but we have to write
Ngan: no
Ngan: we have to focus on content if we want to have a good essay
Yen: we can chat to topic we choose.plsw say sth about it
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Thom: …uh in my opinion, I think economy in is a very hot topic because of some reasons. The first reason is the economic system of the is very plentiful and can be called as a capitalist mixed economy. The second one is economy activity varies greatly across the country. Each area has each potential in each different field. So, that reason makes economy of the so pleasant characteristic.
Th. Anh: Yeah Thom: and the third one is US is a colonialism; it has a lots of colonies, right?Th. Anh: YeahThom: And US can buy products with low price and sell with high price.
Moreover, US invest money all over the country and we see a high benefit.
Th. Anh YeahYes
...
Thom: The fifth …
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Ngan: ok , lets stert with the topicNgan: what will we focus on?Yen: we choose blue,all right?Ngan: ??Binh: i 'd like sports and entertainmentNgan: OhBinh: how about u?Ngan: i choose the topic what's pop? dont know is it ok?Ngan: how about hoangyen?Yen: i like musicBinh: it seems to be 1 part in entertainmentYen: come on.what do you like to talk aboutNgan: but the teacher told that we can focus on whatever part we likeBinh: i don't know wether we have to focus on big topic or just a small oneNgan: so.. ask the teacher ok?
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Phuong: flexibility…
Phuong: do you think this kind of character similar or different between VNese and Ame
…Phuong: hey guys, are you listening to meM. Hang: yes, for ex.Phuong: I am talking about flexibilityPhuong: contribute your ideas plzChuyen: okPhuong: I think it's a similarityPhuong: but i'm not sureM. Hang: i think it's a differenceChuyen: yesPhuong: why kiko?M. Hang: vnese is less flexibleM. Hang: they like sth stableChuyen: vn want to keep its traditionM. Hang: for instance, jobPhuong: flexibility here means that it's easy for them to accept new thingsChuyen: but vn is notChuyen: i think M. Hang is right
…Phuong: so, we remove this idea and go on with others or what?
While there was a smooth flow of topics after topics in the control groups, CMC group discussions appeared in a chaotic manner.
Findings contradicted conclusion made by Mangenot and Nissen (2006) that the online “groups rarely engage in discussions on the sociocognitive level” (p. 615).
The socioaffective and organisational episodes have their significant role in creating, constructing, and maintaining the online collaborative community of learning.
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FTF Discussion
Presenting
Directing
Pouring info.
Decision easily and quickly achieved
Rely on prior knowledge
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CMC Chat
Requesting
Suggesting/Counter-suggesting
Challenging
Justifying
Ideas continuously negotiated
Product-oriented groups Learning-oriented groups
Yen (in the interview):◦ “… everyone had opportunities to talk; everyone
shared equal amount of talk; everyone feels that they must talk.”
Ngan (in the interview): ◦ Researcher: Can you clarify this point that you did
not agree with the equal contribution among the group members?
◦ Ngan: As you required that everyone should argue for the selection of the essay topic, I felt that only me and Binh discuss, not Yen.
◦ Researcher: Why do you think this happen?◦ Ngan: Uhm, maybe she was easy-going, just let it go;
or maybe she was not confident enough to share hers.
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Group Member Length Turns Words Gini Average words
/turnNo. % No. %
0203 Binh* 26 26 165 23 6.3
Yen 25 25 215 30 8.6
Ngan 48 49 337 47 7.1
Total 66’55” 99 718 .16 7.3
Thank you.
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Unit of analysis:Episodes
(Expanded from Mangenot & Nissen, 2006)
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