The Nature of ‘Talk’ in Synchronous Computer-Mediated Communication in a Vietnamese Tertiary EFL Context

This classroom-based research aims to investigate the nature and quality of talk in synchronous computer-mediated communication (SCMC) among Vietnamese tertiary EFL learners. Participants included 60 students in their sixth semester of an eight-semester BA in TESOL program in a large university in Central Vietnam. Using a sociocultural lens, the nature of discussion was compared in two modes of exchanges, SCMC versus face-to-face (FTF), through analysis of discussion transcripts supported by questionnaire data, interviews and observations. The first level of analysis, participation, revealed that the online students, collaborating in an academic task for the first time via SCMC, produced fewer words, but spent more time, during the discussion process. More equal contribution was a marked feature of the SCMC mode. For the second level of analysis examining the interactional nature and pattern of discussion, transcripts were analyzed according to socioaffective, organizational and sociocognitive themes, and their emergent subcategories. Clear differences were evident between the two settings regarding group processes, leadership, negotiation and consensus. It is argued that for these tertiary Vietnamese EFL learners, the FTF groups were more product-oriented in the discussion task, while the online groups presented a more process-oriented style of learning.

Normalisation Revisited

This article revisits the issue of the normalisation of technology in language education, defined as the stage at which a technology is used in language education without our being consciously aware of its role as a technology, as an effective element in the language learning process (Bax, 2003). It draws on the literature relating to the history of sociotechnical innovation (Bijker, 1997) to develop the theoretical basis of the concept and examines normalisation in the light of a neo-Vygotskian conceptual framework, in order to establish a set of central principles by which to understand and interpret the normalisation process. It then considers the implications for the language teacher and other change agents, with proposals for how to introduce new technologies into language education settings with maximum impact.

Teaching Students to Use Text-Profilers

In this paper the authors suggest that teaching students to use freely available text-profiling software represents an innovative strategy and possible solution to needs of non-native English speakers who leave school without an adequate English vocabulary. First the research basis is described for a new text-profiler designed to help students acquire the high-frequency vocabulary they need in order to become effective readers of academic texts published in English. The authors then illustrate relative advantages of this tool and show how these features address specific issues related to learning English vocabulary at college or university. Finally pedagogic implications of teaching students to use text-profilers are presented and suggestions are offered for future directions.

Online Approaches to Learning Vocabulary

Examples of learning vocabulary through the computer are appearing with increasing regularity in the recent CALL literature. Much of this learning, however, tends to be teacher-centred in that learners often rely on teachers to select the vocabulary items that they are to study. In the current study, pre-intermediate learners of English studying at a university in Japan were divided into two groups: a teacher-centred (TC) group where the learners were provided with online vocabulary learning activities composed of items selected by the teacher and a learner-centred (LC) group where the learners were required to compile their own vocabulary lists which were then entered by the learners themselves into a specially designed online system that would then create the vocabulary learning activities from these items. Data were collected in the form of pre- and post-testing of vocabulary items that appeared in the teaching materials and through questionnaires regarding their perceptions of the system.

Do Students Wish to ’Go Mobile’?

Handheld devices are increasingly powerful items in terms of both hardware and software. They have ceased being merely tools of mobile telephony, and are now powerful, multi-purpose, mini-PCs. Technology provision within higher education was via clusters of tethered PCs in designated rooms, but an increasing number of universities are trialing the use of handheld devices to deliver mobile learning. The present research study provides a detailed review of the mobile learning literature, and profiles student usage of PCs and cell phones. Student preferences for a homework vehicle are identified. The results demonstrate that students express a clear preference for the cell phone over the PC as a tool of choice, and state a readiness to ‘go mobile’ with their learning.

“You’re a Winner”

Pre-service teachers who use the Internet both for course preparation and student resources need to be aware of and also help their future students understand the influences under which the Internet operates. In this paper, the authors explore pre-service teachers’ awareness of Internet hegemonies and investigate whether and how this awareness changes after a classroom lesson, activity, and practice focused on media literacy. Qualitative methods were chosen to deeply explore the teacher education students’ ideas about, perceptions of, and process for considering the issues raised. Seventy teacher education students participated, and the data indicate that even brief exposure to media literacy principles might make a difference in the ways that teachers perceive and use computer-based media. Implications and suggestions for teacher education are noted and proposals for further research included.

Teachers Acquisition of CALL Expertise

Research indicates that teachers need preparation in classroom based technology use, but teacher education programs do not prepare them. Nevertheless some teachers are effective with technology in language classrooms. In this paper, the author examines successes and challenges and documents how teachers succeed in developing their own expertise for technology use in language classrooms. Data collection included teacher interviews to discover successes or contradictions within the planning and implementation of technology in language classrooms. This study investigates how the choices that teachers make influence the way technology motivates student learning. These choices determine how successful they are in creating an environment free of technologically mediated contradictions. The author uses the cultural historical activity theory (CHAT) to examine the ways that teachers use technology to promote language learning. This study found that communities of practice influence how teachers can implement technology in language instruction.

Online Interaction Between On-Campus and Distance Students

This paper addresses postgraduate students’ perspectives toward online interaction between on-campus and distance students through online collaboration tools such as online discussion boards and Wikis. Data were collected from eight interview participants and 29 written survey respondents. Seven interrelated categories capturing the main features of on-campus students’ perspectives were generated from the data using a sequential mixed method approach, namely, a quantitative survey approach both preceded and followed by qualitative interviews. Among these categories, on-campus students’ “unwillingness” to participate in online interaction with their distance peers emerged as the core phenomenon. Drawing on the analysis of these data, this article identifies the major impediments to active online interaction and collaboration and puts forward three recommendations for promoting more frequent interaction between distance and on-campus students.

An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension

This study investigates the effects of employing extended online thematic listening tasks on the development of listening comprehension in an English course focusing on reading and writing skill development. To accomplish this aim, extended online thematic listening tasks were designed and implemented in English as a Foreign-Language (EFL) college level General English course. Pre- and post-tests were conducted to examine students’ gains in overall listening proficiency. Moreover, students’ mid-term and final exams were compared in order to track student progress. Data on student perceptions of online thematic tasks was also collected and analyzed. Findings suggest that extended online thematic listening tasks may constitute a dynamic forum which fosters significant gains in listening comprehension, test performance, and development of learning strategies. In addition, the findings reveal that students’ initial enthusiasm toward extended online listening tasks faded and the efforts that they put into the tasks gradually decreased as the semester progressed. Therefore, time availability and management become an important pedagogical issue in e-learning.

Developing Business CAT Teaching System and Course for Chinese Universities

This paper proposes that business CAT be introduced as the reform of a course in Chinese universities. Firstly, the authors describe the conceptual framework and design of business CAT course and textbook, the newly developed “Computer-Aided Business Translation Teaching System (Business CAT), with a focus on learner translation training and teacher management platforms. Secondly, the authors discuss the constructed “Business English-Chinese Parallel Corpus” that supports the system. Finally, the authors show that business CAT contributes positively to the improvement of college students’ CAT competence and development of CAT education in China.