scholarly journals Investigating face-to-face and computer-mediated out-of-class collaboration in an English for Technical Writing course in Malaysia

2021 ◽  
Author(s):  
◽  
Shih Min Loo
Keyword(s):  
Language Learning ◽  
New Technologies ◽  
Technical Writing ◽  
Collaborative Writing ◽  
Learning Context ◽  
Face To Face ◽  
Computer Mediated ◽  
Writing Course ◽  
The Face ◽  
Group Members

<p>With the recent shift of emphasis to social learning and the proliferation of new technologies, collaborative writing and computer-mediated collaborative writing are gaining prominence in the second language learning context. Research has shown that collaborative writing leads to improved written outcomes as well as opportunities for language learning. However, few studies have investigated how learners collaborate and what the factors that foster effective collaboration are. These aspects of collaboration are especially important for longer-term tasks carried out in out-of-class contexts, where the instructor’s supervision is minimal. Similarly, research on the process of, and factors affecting, computer-mediated collaborative writing is still scarce.  Using a qualitative approach, this study closely examines the process of face-to-face and computer-mediated out-of-class collaboration to identify both the features present in different modes of collaboration and the factors that affect the learners’ collaboration. Over the course of a 14-week semester, in the context of an English for technical writing course, two groups of learners collaborated in the face-to-face mode while another two groups of learners collaborated in the computer-mediated mode to complete an out-of-class writing task. Data were collected from multiple sources, including for the face-to-face groups: the groups’ self-recorded meetings, their numerous drafts of the task, and multiple interviews with individual group members; for the computer-mediated groups: the groups’ detailed ‘revision history’ of Google Docs, the chat histories of their synchronous interactions’ applications, Google Hangout and WhatsApp, as well as individual interviews with the group members about their experiences.  The findings provide comprehensive insights into the intricate process of collaboration among the learners in both modes, specifically the interplay of different features and factors in shaping the collaboration of each group in each mode. In particular, although the groups in both modes of collaboration shared a number of common collaborative features, such as co-construction of task and peer assistance, a side-by-side examination revealed subtle but significant differences in the details and depth of the features of both modes. This leads to a clearer distillation of the affordances and constraints of each mode on out-of-class collaboration. The immediacy and physical presence of the face-to-face mode were found to encourage greater depth in discussion and peer support.  On the other hand, the computer-mediated mode promoted peer editing and cultivated a stronger sense of joint ownership among the learners. Further, the findings also show the varying influences of other factors, such as the learners’ attitudes, their proficiency, and the role played by each group member in influencing the collaboration process.  This study provides further understanding of the underexplored area of out-of-class collaboration, and the emerging area of computer-mediated collaborative writing. In addition, the findings of the study have many pedagogical implications for educators, especially in terms of preparation for learners, and consideration of other factors such as context and assessment, if they are looking to implement the collaboration approach beyond the confines of the classroom or in a computer-mediated mode.</p>

scholarly journals Investigating face-to-face and computer-mediated out-of-class collaboration in an English for Technical Writing course in Malaysia

2021 ◽  
Author(s):  
◽  
Shih Min Loo
Keyword(s):  
Language Learning ◽  
New Technologies ◽  
Technical Writing ◽  
Collaborative Writing ◽  
Learning Context ◽  
Face To Face ◽  
Computer Mediated ◽  
Writing Course ◽  
The Face ◽  
Group Members

<p>With the recent shift of emphasis to social learning and the proliferation of new technologies, collaborative writing and computer-mediated collaborative writing are gaining prominence in the second language learning context. Research has shown that collaborative writing leads to improved written outcomes as well as opportunities for language learning. However, few studies have investigated how learners collaborate and what the factors that foster effective collaboration are. These aspects of collaboration are especially important for longer-term tasks carried out in out-of-class contexts, where the instructor’s supervision is minimal. Similarly, research on the process of, and factors affecting, computer-mediated collaborative writing is still scarce.  Using a qualitative approach, this study closely examines the process of face-to-face and computer-mediated out-of-class collaboration to identify both the features present in different modes of collaboration and the factors that affect the learners’ collaboration. Over the course of a 14-week semester, in the context of an English for technical writing course, two groups of learners collaborated in the face-to-face mode while another two groups of learners collaborated in the computer-mediated mode to complete an out-of-class writing task. Data were collected from multiple sources, including for the face-to-face groups: the groups’ self-recorded meetings, their numerous drafts of the task, and multiple interviews with individual group members; for the computer-mediated groups: the groups’ detailed ‘revision history’ of Google Docs, the chat histories of their synchronous interactions’ applications, Google Hangout and WhatsApp, as well as individual interviews with the group members about their experiences.  The findings provide comprehensive insights into the intricate process of collaboration among the learners in both modes, specifically the interplay of different features and factors in shaping the collaboration of each group in each mode. In particular, although the groups in both modes of collaboration shared a number of common collaborative features, such as co-construction of task and peer assistance, a side-by-side examination revealed subtle but significant differences in the details and depth of the features of both modes. This leads to a clearer distillation of the affordances and constraints of each mode on out-of-class collaboration. The immediacy and physical presence of the face-to-face mode were found to encourage greater depth in discussion and peer support.  On the other hand, the computer-mediated mode promoted peer editing and cultivated a stronger sense of joint ownership among the learners. Further, the findings also show the varying influences of other factors, such as the learners’ attitudes, their proficiency, and the role played by each group member in influencing the collaboration process.  This study provides further understanding of the underexplored area of out-of-class collaboration, and the emerging area of computer-mediated collaborative writing. In addition, the findings of the study have many pedagogical implications for educators, especially in terms of preparation for learners, and consideration of other factors such as context and assessment, if they are looking to implement the collaboration approach beyond the confines of the classroom or in a computer-mediated mode.</p>

scholarly journals Face-to-face to online: PhD academic writing @Maastricht University

2020 ◽  
pp. 13-19
Author(s):  
Neill Wylie
Keyword(s):  
Academic Writing ◽  
Online Courses ◽  
Global Perspective ◽  
Innovative Teaching ◽  
Face To Face ◽  
Strong Focus ◽  
Writing Course ◽  
The Face ◽  
Language Needs

Maastricht University (UM) has a distinct global perspective and a strong focus on innovation. UM offers an array of PhD courses to distance and campus based students who have access to elective, credit bearing modules and the language needs of these students are catered for by the Language Centre. Many PhD candidates choose to take an academic writing course in their first or second year of their degree. In recent years, demand for a more student focused, flexible academic writing course has grown. In line with UM’s policy of supporting innovative teaching practices, the Language Centre’s face-to-face PhD academic writing course, PhD Writing 1, has been transformed into a fully online course containing eight interactive webinar sessions named Online PhD Writing, which runs in addition to the face-to-face rendition. On the back of the success of this course, coupled with increased demand for a follow up course, this author was tasked with creating an advanced online PhD academic writing course to cater for global students with diverse time zones and schedules. This paper evaluates the challenges posed and the advances made in constructing both online courses and explores the technologies used in implementing them.

Familiar or Unfamiliar Context?

2015 ◽  
pp. 223-250
Author(s):  
Amir Mashhadi ◽  
Saeed Khazaie
Keyword(s):  
Language Learning ◽  
Vocabulary Learning ◽  
The Other ◽  
Mobile Game ◽  
Face To Face ◽  
Learning Tasks ◽  
Content Representation ◽  
L2 Learning ◽  
The Face ◽  
Age Range

This chapter endeavored to devise a motivating way to engage learners in L2 English learning tasks presented through the mobile game (m-game). It started on the issue of whether types of a displayed picture on m-games had any significant relationship with learners' performance in the blended mode of L2 learning. To that end, a cellphone-based form of the nonEnglish game of 'Xane Bazi', modified as didactic 'Xane Bazi' for English vocabulary learning, was grafted onto the face-to-face mode of content representation in the blended language learning module. 100 Iranian boys and girls within the age range of 10-13 were divided into two groups to learn English vocabulary items during 12 sessions of an academic semester: One group played a version of 'Xane Bazi' with learner-made paintings and the other group played a version of the game filled with photos. The results hinted at the desired effect of utilizing m-games as applying learner-made painting condition to didactic 'Xane Bazi' was proved to significantly ratchet up the participants' L2 learning.

Cross-Cultural Perspectives on Technology-Enhanced Language Learning

2018 ◽  
pp. 1-15 ◽  
Author(s):  
Somaye Piri ◽  
Sahar Riahi
Keyword(s):  
Language Learning ◽  
Cultural Awareness ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Face To Face ◽  
Intercultural Communications ◽  
Positive Attitudes ◽  
The People ◽  
Computer Mediated ◽  
Diverse Cultures

Cultural awareness and intercultural understanding are crucial parts of learning a new language. However, not everyone has the chance to have face-to-face interaction with the people from diverse cultures. Computer-mediated technologies are favorable tools that can help learners to engage in intercultural communications. This chapter aims at intercultural learning through technology-enhanced language learning. Five main themes have emerged as the result of literature review alongside a report on major research descriptive. The literature revealed that there are 1) positive attitudes toward using digital tools in intercultural language learning, 2) the development of critical cultural awareness and intercultural communicative competence, 3) opportunities for improving all aspects of language learning. However, 4) textbooks are still the predominant learning resource, and 5) a necessity is felt for special technical skills and competencies. This study is helpful to consider the existing challenges and find new directions for future investigations.

Exploring the Effectiveness of Online Synchronous Learning Management Systems

2019 ◽  
pp. 168-190
Author(s):  
Fatemeh Nami
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Writing Assignments ◽  
Face To Face ◽  
Synchronous Learning ◽  
The Face ◽  
Learning Management ◽  
Writing Knowledge

In line with calls for a more comprehensive understanding of the potentials of virtual environments for language learning/teaching, the chapter reports a study on the application of a synchronous learning management system (SLMS). The development of academic writing knowledge of a group of MA students attending an online academic writing course in a state university in Tehran was compared with that of a similar group in a face-to-face course in the same university. The analysis of participants' classroom discussions and their writing assignments indicated that although the writing knowledge of both groups improved by the end of the course, the nature of changes differed from the online group to the face-to-face one. It is suggested that while SLMSs have opened up new horizons for the instruction/practice of language skills, their uses are largely context- and user-specific. The finding of this study feeds into research on SLMS-based foreign language instruction.

Utilizing Web Tools for Computer-Mediated Communication to Enhance Team-Based Learning

2009 ◽  
pp. 1334-1349
Author(s):  
Elizabeth Avery Gomez ◽  
Dezhi Wu ◽  
Katia Passerini ◽  
Michael Bieber
Keyword(s):  
Active Learning ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Web Based ◽  
Team Members ◽  
Face To Face ◽  
Computer Mediated ◽  
Team Based Learning ◽  
Team Interactions ◽  
The Face

Team-based learning is an active learning instructional strategy used in the traditional face-to-face classroom. Web-based computer-mediated communication (CMC) tools complement the face-toface classroom and enable active learning between face-to-face class times. This article presents the results from pilot assessments of computer-supported team-based learning. The authors utilized pedagogical approaches grounded in collaborative learning techniques, such as team-based learning, and extended these techniques to a Web-based environment through the use of computer-mediated communications tools (discussion Web-boards). This approach was examined through field studies in the course of two semesters at a US public technological university. The findings indicate that the perceptions of team learning experience such as perceived motivation, enjoyment, and learning in such a Web-based CMC environment are higher than in traditional face-to-face courses. In addition, our results show that perceived team members’ contributions impact individual learning experiences. Overall, Web-based CMC tools are found to effectively facilitate team interactions and achieve higher-level learning.

Promoting Autonomous Language Learning in Online Environments

10.47908/9/15 ◽  
2013 ◽  
pp. 165-280
Author(s):  
Maria De Santo ◽  
Luisa Boardman
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Autonomous Learning ◽  
Mediated Communication ◽  
Face To Face ◽  
Integration Of Technology ◽  
Computer Mediated ◽  
Wide Range ◽  
The University

The Self-Access Language Centre of the University of Naples “L’Orientale” (CILA) promotes the development of autonomy in language learning, offering a wide range of technology-based resources and a language counselling service. In the last few years, to satisfy the growing need for independent language learning in our university, we have integrated autonomous learning in the SAC with online pathways and multimedia materials. We started by offering online Self-Access activities in blended courses, integrating face-to-face classroom teaching with online modules. This experiment enabled us to develop a kind of blended autonomous learning, combining a real-life SAC with online Self-Access Centres. Virtual SACs suggest a variety of language learning activities and allow learners to study a language while reflecting on their learning process. In the online SAC, language counsellors implement the language learner’s autonomy promoted in presence in the SAC, interacting with them through computer-mediated communication. In this paper we shall look at how the promotion of autonomy in language learning can be enhanced through the integration of technology-based materials and activities made available in self-access modality. Our aim is to present online resources designed to help students learn a foreign language autonomously.

scholarly journals Technology-Enhanced Learning for Graduate Students: Exploring the Correlation of Media Richness and Creativity of Computer-Mediated Communication and Face-to-Face Communication

2020 ◽  
Vol 10 (5) ◽  
pp. 1602 ◽  
Author(s):  
Shan-Hui Chao ◽  
Jinzhang Jiang ◽  
Chia-Hsuan Hsu ◽  
Yi-Te Chiang ◽  
Eric Ng ◽  
...  
Keyword(s):  
Creative Thinking ◽  
Computer Mediated Communication ◽  
Media Richness ◽  
Technology Enhanced Learning ◽  
Mediated Communication ◽  
Multiple Cues ◽  
Face To Face ◽  
Language Variety ◽  
Computer Mediated ◽  
The Face

The objective of the research was to explore and compare the differences in potential creative thinking that media richness had on learners in creativity training through two different types of communication formats; computer-mediated communication, and face-to-face communication. The results indicated that the computer-mediated communication format performed better than the face-to-face in terms of the fluency, flexibility, and originality dimensions of creative thinking. The computer-mediated communication format also had a greater level of media richness perception (i.e., use of multiple cues, language diversity, and personal focus of the medium) than the face-to-face format. In terms of the combined effectiveness of computer-mediated communication, and face-to-face formats, the use of multiple cues, language variety of perception of media richness had direct effects on the fluency of creativity. There was also a positive correlation between the elaboration of creativity and the use of multiple cues, language variety, and personal focus of the medium in the perception of media richness. Furthermore, language variety was correlated with creativity and flexibility. The research findings highlighted the importance of the availability of immediate feedback on media richness, whereas creativity cognition should focus on the breadth and depth of the information, which contributes to enhancing the creativity of individuals or a group of employees.

Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication

ReCALL ◽  
2010 ◽  
Vol 22 (2) ◽  
pp. 112-134 ◽  
Author(s):  
Philip Murphy
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Computer Mediated Communication ◽  
Learning Context ◽  
Mediated Communication ◽  
Web Based ◽  
Remote Locations ◽  
Computer Mediated ◽  
Collaborative Reading

AbstractDespite the fact that the benefits of pair and group work for those espousing an interactionist view of second language learning are well documented (Lightbown & Spada, 1999; Long, 1981; Pica, 1994, 1996; Van Lier, 1996), learning environments exist in which students have no option but to study alone. Of particular interest for this research are learners who, despite studying in contexts supportive of collaborative interaction in the classroom, have little opportunity to interact with partners when trying to participate in collaborative reading comprehension exercises outside school. In an attempt to find a solution to this potentially inhibiting learning context, this research comprises an investigation into (a) whether the introduction of computer-mediated Elaborative feedback before Knowledge of Correct Response (KCR) feedback better promotes quality interaction and comprehension of a web-based reading text and (b) whether computer-mediated communication (CMC) offers a suitable means for generating quality interaction between peers in remote locations. While completing a web-based multiple-choice reading comprehension exercise, students worked in pairs and received either KCR feedback only, or Elaborative feedback before KCR feedback. In contrast to KCR feedback which simply comprises the correct answers, Elaborative feedback was produced in the form of hints to foster interaction and to support dyads in their attempts at self-correcting any incorrect answers. Using a multiple-try methodology, hints became increasingly specific for questions repeatedly answered incorrectly. Upon completing a follow-up comprehension exercise alone, all students were provided with KCR feedback only. Results from a quantitative analysis of the comprehension scores indicate that students who were provided with Elaborative feedback subsequently scored significantly higher on the follow-up exercise. Furthermore, results from a qualitative analysis of interactions suggest that CMC is a suitable way of generating quality interaction between students, particularly when Elaborative feedback is included.

scholarly journals Review of doctoral research on second language teaching and learning in Spain (2008–2010)

2012 ◽  
Vol 46 (1) ◽  
pp. 87-107
Author(s):  
Raquel Serrano ◽  
Imma Miralpeix
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Language Teachers ◽  
Learning Context ◽  
Learning And Teaching ◽  
Doctoral Research ◽  
Immigrant Populations ◽  
Selection Of

This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative – in terms of the topics under investigation and the methodology employed – of the doctoral research undertaken in Spain. Current topics include the development of speaking skills, motivation, learner autonomy, pragmatics, learning context, Content and Language Integrated Learning (CLIL), language learning by immigrant populations and, especially, classroom teaching. A variety of research methods were employed in the theses under review, and while most of them focus on adult learners, some also consider children. The interest of researchers in these topics is consistent with the challenges faced by language teachers in Spain, as well as with the new realities of teaching in this country, with its recently-arrived immigrant population, the expansion of CLIL programmes and the use of new technologies.

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