scholarly journals A Telecollaboration Project on Giving Online Peer Feedback: Implementing a Multilateral Virtual Exchange During a Pandemic

2021 ◽  
Vol 7 (4) ◽  
pp. 66-82
Author(s):  
Michael Joseph Ennis ◽  
Massimo Verzella ◽  
Silvia Montanari ◽  
Agnieszka M. Sendur ◽  
Marieta Simeonova Pissarro ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Intercultural Competence ◽  
Computer Mediated Communication ◽  
Collaborative Writing ◽  
Peer Feedback ◽  
The United States ◽  
Mediated Communication ◽  
Ample Evidence ◽  
Cultural Attitudes ◽  
Dialogue Model

Telecollaboration, also called virtual exchange or online intercultural exchange, is a form of collaborative learning whereby language learners in different locations engage in computer-mediated communication to complete tasks online. There is ample evidence that telecollaboration promotes the acquisition of language skills, intercultural competence, and digital literacies. Challenges faced implementing virtual exchanges include differences in time zones, learning objectives, academic calendars, and cultural attitudes. The present article describes a case of a multilateral telecollaboration project based on the facilitated dialogue model involving four institutions—two in Europe and two in the United States—that was designed to prepare students for the experience of giving online peer feedback on collaborative writing assignments. Our initial goal was to explore the challenges students would face and the benefits they would receive from a complex telecollaboration project involving multiple institutions and two task sequences: 1) input and reflection on giving and receiving peer feedback, 2) completion of the collaborative writing task to be peer reviewed. However, new challenges and opportunities emerged after the switch to emergency e-learning and remote teaching during the Covid-19 pandemic. Relying upon multiple data sources—including correspondence, observations, class discussions, surveys, reflective writing, and information stored in virtual learning environments—our methods of data collection involved convenience sampling, while data analysis was predominantly descriptive. Our results demonstrate that even during a global pandemic, students and instructors face similar logistical challenges and reap similar benefits as has been reported in the literature. Yet our experience also reveals the resiliency of telecollaboration in the face of extreme disruption as well as the potential to exploit virtual exchange to develop learning strategies—such as methods for giving and receiving peer feedback—and meta-awareness of how language is used in the real-world—such as the implications of English as a lingua franca.

Learners’ interactions: a comparison of oral and computer-assisted written conversations

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 113-136 ◽  
Author(s):  
MARISOL FERNÁNDEZ-GARCÍA ◽  
ASUNCÍON MARTÍNEZ ARBELAIZ
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Native Speakers ◽  
Computer Mediated Communication ◽  
Computer Assisted ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Language Context

Previous research has underscored the role of negotiation in providing appropriate conditions for second language acquisition. Varonis and Gass (1985b), in a study of English as a Second Language (ESL), found greater amount of negotiation in non-native–non-native interaction than in native-non–native interaction. Given the increased interest in computer mediated communication and in its applications to language learning, this investigation explores whether those results are obtained when using an electronic written medium. This study compared the negotiations generated by dyads of non-native speakers (NNS–NNS), native speakers (NS–NS), and non-native and native speakers (NNS–NS), in the oral and written modes. The results revealed that the NNS–NS group negotiated in the oral mode significantly more than in the written mode; this group also negotiated significantly more than the other two groups in the oral mode. Learners' shared social and linguistic background seemed to have facilitated the comprehension of input. Conversely, lack of familiarity with native speaker's pronunciation seemed to have caused more breakdowns in the oral conversations of the mixed dyads. Though the results of this study suggest that negotiation is not the main resource to obtain modified input in a foreign language context, other learning strategies that may be beneficial in the language learning process were at use in learner-learner interaction.

scholarly journals Asynchronous online peer judgments of intelligibility: simple task, complex factors

2019 ◽  
pp. 407-412
Author(s):  
Suzanne M. Yonesaka
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Computer Mediated Communication ◽  
Peer Feedback ◽  
Estimating Equations ◽  
Mediated Communication ◽  
Simple Task ◽  
Judgment Accuracy ◽  
Computer Mediated ◽  
Learning Management

Pronunciation learners can benefit from peer feedback in a Computer-mediated Communication (CMC) environment that allows them to notice segmentals and suprasegmentals. This paper explores the intelligibility judgments of same-L1 peers using P-Check (Version2, https://ver2.jp), a Learning Management System (LMS) plug-in that aggregates peer feedback on local intelligibility (Munro & Derwing, 2015). P-Check randomly delivers written prompts for learners to record. Recordings are randomly delivered to peers who choose from a drop-down menu which utterance was perceived. Aggregated judgments from peers and from the instructor are displayed to learners as feedback on intelligibility. This study used eight segmental contrasts: /b-v/, /s-θ/, /l-ɹ/, /l-ɹ/-clusters, /æ-ʌ/, /ɑ-ʌ/, /ɑ-oʊ/, and /i-ɪ/. Participants (N=38) made 3,451 intelligibility judgments on 1,203 recordings. The effects of rater listening discrimination proficiency and of utterance intelligibility were examined in six contrasts using Generalized Estimating Equations (GEE). Results showed that intelligibility was generally a significant predictor of judgment accuracy, but rater listening discrimination proficiency was not.

scholarly journals Computer Mediated Communication and Vocabulary Learning: The Case of Facebook

2019 ◽  
Vol 6 (2) ◽  
pp. 98-116
Author(s):  
Ghaouar Nesrine ◽  
Laiche Sara ◽  
Sabah Belhadi
Keyword(s):  
Informal Learning ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Computer Mediated Communication ◽  
Dominant Mode ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Vocabulary Learning Strategies ◽  
Communication Modes

Nowadays, Computer-Mediated Communication (CMC) becomes the most dominant mode of communication as computers, smart phones, tablets are worldwide used devices for communication especially with the internet facilities through different platforms. However, despite the spread of computer mediated communication modes and devices, it is noticed that people still lack vocabulary in the English language.  Therefore, this research intends to investigate Facebook use as a shared online space to learn vocabulary in English language. In addition, it aims at developing, within Facebook users, the possible vocabulary learning strategies that would enhance their English vocabulary learning. Therefore, two research tools were used with a group of facebook users: a questionnaire and an experiment. The obtained results confirmed that the participants under investigation have significantly improved their vocabulary learning via Facebook. In addition, vocabulary learning has been greatly affected by certain training on some strategies. Hence, Facebook proved to be not only a source of entertainment, but also an effective informal learning tool of English vocabulary.

scholarly journals Has Blog Reader–Focused Research Evolved?

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402096878
Author(s):  
Adeola Abdulateef Elega ◽  
Bahire Efe Özad ◽  
Felix Oloyede ◽  
Olabola Taye Omisore ◽  
Omar Abu Arqoub
Keyword(s):  
New Media ◽  
Quantitative Research ◽  
Computer Mediated Communication ◽  
The United States ◽  
Mediated Communication ◽  
Quantitative Research Methods ◽  
Political Blogs ◽  
Uses And Gratification ◽  
Uses And Gratification Theory ◽  
Online Library

For many years, researchers interested in the blogosphere have collectively acknowledged the lack of scholarly attention into the role of blog readers in the blogging activity. While many pioneering studies as well as new studies have highlighted the rising potential of this field, there has been no systematic examination of the growth or lack thereof of this field. As a result, this article reviews blog reader–focused research between 2008 and 2018 through a content analysis of blog reader–focused research articles obtained from seven databases: EBSCO’s Academic Search Complete, JSTOR, EBSCO’s Communication & Mass Media Complete, SAGE Journals, Elega’s Chronological Arrangement of Blog Readership Research, Wiley Online Library, and Taylor and Francis. We also identified the methods, theories, geospatial concentration, and journals that published these articles. Findings show that although at least one article was published each year with a peak of six in 2013 and 2015, blog reader–focused research has not really evolved given that concentration has tremendously decreased in the last 3 years (2016–2018). Regarding genres, we learnt that the majority of articles focused on political blogs, and most of the studies adopted quantitative research methods and survey as a data collection method. The results also show that blog reader–focused studies published between 2008 and 2018 used Uses and Gratification Theory more than other theories, and the majority of these articles focused on blogs in the United States. Journal of Computer-Mediated Communication, New Media &Society, and Computers in Human Behavior published more blog reader–focused research than other journals.

Anonymity to Promote Peer Feedback: Pre-Service Teachers' Comments in Asynchronous Computer-Mediated Communication

2010 ◽  
Vol 43 (1) ◽  
pp. 89-112 ◽  
Author(s):  
Craig D. Howard ◽  
Andrew F. Barrett ◽  
Theodore W. Frick
Keyword(s):  
Computer Mediated Communication ◽  
Peer Feedback ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Design Alternatives ◽  
Mediated Discourse ◽  
Specific Feedback ◽  
Quasi Experimental ◽  
Web Forum ◽  
Critical Feedback

In this quasi-experimental case study, we compared five sections of a basic undergraduate technology course. Within an asynchronous web forum, pre-service teachers wrote short critiques of websites designed by their classmates. This peer feedback was provided anonymously by students in two classes ( n = 35) whereas providers and recipients of peer feedback were identified by their real names in three other classes ( n = 37). Computer-Mediated discourse analysis methods (Herring, 2004) were used to code student written comments according to substance and tone of feedback. Next, we estimated likelihoods of specific feedback patterns through Analysis of Patterns in Time (Frick, 1990). Results indicated that students who were anonymous were approximately five times more likely to provide substantively critical feedback than were those whose identities were known to their recipients. When feedback was given anonymously, students were approximately four times more likely to provide reasons for needed improvement to a website, and then to suggest design alternatives. In light of advantages afforded by this form of pseudonymity, we conclude with a discussion of pedagogical prescriptions for supporting learners' production of feedback.

Optimizing Team Performance

2010 ◽  
pp. 174-189 ◽  
Author(s):  
Charlotte Robidoux
Keyword(s):  
Virtual Teams ◽  
Team Performance ◽  
Technical Writing ◽  
Computer Mediated Communication ◽  
Collaborative Writing ◽  
Content Management ◽  
Performance Measurements ◽  
Mediated Communication ◽  
Productivity Losses ◽  
Computer Mediated

Increasingly, collaborative writing occurs in distributed work environments. Collaboration is essential for technical writing teams that develop and share, or single source, content using content management system (CMS) technology. Technical writers must be proficient not only in developing content that can be shared but also in carrying out complex writing tasks virtually. However, research indicates that asynchronous-distributed collaborative writing can lead to productivity losses unless teams implement explicit processes for interacting and using computer-mediated communication (CMC) technology. With highly structured processes to guide their efforts, teams are more likely to see productivity gains. To achieve these gains, effective collaboration must address six key areas: (1) targets to guide team performance, (2) assessments of collaborative writing skills in virtual teams, (3) role delineation, (4) process scripts to promote efficient virtual collaborative writing, (5) a training framework, and (6) performance measurements and a recognition framework for reinforcing team accomplishments. Organizations must be willing to create a culture that supports a team environment committed to these specific areas. This chapter explores how to establish an infrastructure that promotes collaborative writing efficiency in virtual settings.

Computer Mediated Communication and Student Learning in Large Introductory Sociology Classes

2005 ◽  
Vol 33 (2) ◽  
pp. 122-135 ◽  
Author(s):  
Eric R. Wright ◽  
Anthony H. Lawson
Keyword(s):  
Collaborative Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Computer Mediated Communication ◽  
Learning Activities ◽  
Mediated Communication ◽  
Final Exam ◽  
Introductory Sociology ◽  
Computer Mediated ◽  
Online Group

Over the past several years, scholars of teaching and learning have demonstrated the potential of collaborative learning strategies for improving student learning. This paper examines the use of computer-mediated communication to promote collaborative student learning in large introductory sociology courses. Specifically, we summarize a project we conducted during the 2000-2001 academic year in which we added online collaborative learning activities to the curriculum of two large sections of introductory sociology. Drawing on Novak et al.'s (1999) Just-In-Time Teaching methods, we developed online activities to help prepare students for subsequent in-class work and to cultivate a sense of group solidarity among smaller teams within the larger class. The results suggest that student engagement in the online group learning activities was strongly predictive of better student academic achievement on the biweekly quizzes, cumulative final exam, and course paper. These findings highlight the potential value of online group work for fostering collaborative learning environments in large lecture courses as well as for enhancing student learning.

Social Presence in the Web-Based Classroom

2008 ◽  
Vol 13 (1) ◽  
pp. 46-65 ◽  
Author(s):  
Senem Yildiz
Keyword(s):  
Foreign Language ◽  
Social Interactions ◽  
Social Presence ◽  
Computer Mediated Communication ◽  
The United States ◽  
Graduate Courses ◽  
Mediated Communication ◽  
Web Based ◽  
Computer Mediated ◽  
The Social

Social presence is a theory derived from social psychology to explain social interactions in a mediated communication and is defined as the degree to which interlocutors in a communications medium perceive each other as real. This study investigates the effect of computer-mediated communication on the social presence of international students who spoke English as a foreign language in two Web-based graduate courses offered in the United States and aims to explore how linguistic and cultural differences influenced their social presence.

scholarly journals Investigating uses and perceptions of an online collaborative workspace for the dissertation process

2012 ◽  
Vol 20 ◽  
Author(s):  
Amanda J. Rockinson-Szapkiw
Keyword(s):  
Doctoral Students ◽  
Computer Mediated Communication ◽  
The United States ◽  
Content Management ◽  
Learning Technology ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Limited Basis ◽  
Microsoft Office ◽  
Dissertation Process

The intent of this study was to investigate 93 doctoral candidates’ perceptions and use of an online collaboration workspace and content management server, Microsoft Office SharePoint, for dissertation process. All candidates were enrolled in an Ed.D. programme in the United States. Descriptive statistics demonstrate that candidates frequently use SharePoint for a variety of reasons, including assisting them in sharing and gaining information, improving the flow and organisation of the dissertation process and collaborating with their advisors mentors, in the dissertation process. Results of the multivariate analysis of variance demonstrated that doctoral students’ who extensively use SharePoint have significantly higher student-to-student connectedness and student-to-advisors connectedness than doctoral students who use it moderately and on a limited basis. Additional results revealed that sense of connectedness and satisfaction are positively associated with the different features of SharePoint. Since using SharePoint to facilitate the mentorship during the dissertation process is positively associated with connectedness and satisfaction, it may positively influence completion and time to completion of a doctoral programme.Keywords: doctoral education; computer-mediated communication; cooperative/ collaborative learning; distance education(Published: 24 September 2012)Citation: Research in Learning Technology 2012, 20: 18192 - http://dx.doi.org/10.3402/rlt.v20i0.18192

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