eLC Update meeting 24/03/2011

edulab@uoc.edu

Assessed real-time language learning tasks online: How do

learners prepare?Joseph Hopkins

Anxiety when being assessed on real-time speaking

I was thinking more about how I was going to get a failing grade than how to speak... I couldn't think of anything else besides what I could do to pass.

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Background

The problem: Oral interaction in distance language learning courses

The study: Student-led speaking tasks via a synchronous audio-graphic conferencing tool

Main research questions: Student perceptionsNature of interaction

Collateral issue: Student preparation

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Previous research

• Negotiation for meaning supported in synchronous audio-conferencing (Jepson, 2005; Wang, 2006).

• Students tend not to prepare prior to optional teacher-led synchronous conferences (Hampel & Hauck, 2004; Kötter, 2001).

• Negotiation for meaning supported in synchronous audio-conferencing (Jepson, 2005; Wang, 2006).

• Students tend not to prepare prior to optional teacher-led synchronous conferences (Hampel & Hauck, 2004; Kötter, 2001).

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Student-led tasksTime management task Survival task

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FlashMeeting

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more attention to input

Research questions

• How do students prepare for non-teacher-fronted, assessed speakingactivities conducted in a synchronous online environment?

• How does this preparation affect the type of interaction takingplace in terms of negotiation for meaning?

• How do students prepare for non-teacher-fronted, assessed speakingactivities conducted in a synchronous online environment?

• How does this preparation affect the type of interaction takingplace in terms of negotiation for meaning?

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Some preparation strategies

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Other preparation strategies

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Distribution of instances of negotiation for meaning by task

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Mann-Whitney test showed difference was statistically significant with a strong effect size for task:

U = 293.5, p < .000, r = -.49

Mann-Whitney test showed difference was statistically significant with a strong effect size for task:

U = 293.5, p < .000, r = -.49

Conclusions

• Students did significant amount of preparatory work.

• Students used variety of preparation strategies.

• Time management task (i.e., the more scriptable task) generated significantly fewer instances of negotation for meaning.

• Students did significant amount of preparatory work.

• Students used variety of preparation strategies.

• Time management task (i.e., the more scriptable task) generated significantly fewer instances of negotation for meaning.

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Implications for design of real-time speaking tasks online

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Low need for mutual comprehension

Low need for mutual comprehension

High need for mutual comprehension

High need for mutual comprehension

Not easily scriptableNot easily scriptable

Little time to prepareLittle time to prepare

Easily scriptableEasily scriptable

Ample time to prepareAmple time to prepare

•Less spontaneous interaction•Less attention to input•Less negotiation for meaning•Lesser likelihood for learning

•More spontaneous interaction•More attention to input•More negotiation for meaning•Greater likelihood for learning

eLC Update meeting 24/03/2011

edulab@uoc.edu

Assessed real-time language learning tasks online: How do

learners prepare?Joseph Hopkins