Computer-mediated Communication (CMC) in Foreign Languages: A study of students’ engagement

Amparo LallanaBaM, LCCS

RC 2011

Questions

Will students daily use of CMC tools in their leisure time (SMS, social networks, blogs, etc) grant a similar engagement with CMC tools in FL?

Can strategies be identified to enhance students’ engagement and / or overcome reluctance?

Setting Spanish for Business, Final Year (language / content)

2 stages 2009-10 (20 + 35 ss / Moodle) 2010-11 (16 + 38 ss / BB)

Data• pre-module + post-module questionnaires • focus group• group reflective summaries, individual posts• in-class discussions, informal (f2f, e-mail)

FocusPerception + Participation + Satisfaction + Learning

‘ITtitudes’

– useful, informative, well organised, convenient, accessible from home, easy to use

– neglect of “the most powerful aspects of VLE systems: their ability to support collaborative learning” (Ball 2009)

Computer-mediated communication

• oral / written; synchronous / asynchronous; NS-NNS / NNS-NNS; e-mail, blogs, wikis, chat, social networks, discussion boards; Internet / VLE

• "A second language is best learned and taught through interaction"  (Blake, 2008)o amplified attention to linguistic formo stimulus for increased productiono less stressful environmento equitable and non threatening

• technology ‘relatively straightforward’ & ‘demonstrably effective’ in ways relevant to the learning activity

(Irons 2002)

• success based on frequency and length of engagement (Lorenzo 2007)

Asynchronous written communication between NNS via VLE discussion boards

• personal / SPA (informal, social networking)• class content-based (formal)

Objectives• supplement teaching provision (2 hrs/wk)• provide space for language practice without grade pressure• exchange knowledge & ideas on class topics 

Assessment• participation, but language not-assessed

Stage 1Stage 1 AS2009AS2009 SS2010SS2010

Social / informalSocial / informal 23% 70%

Content-basedContent-based 28% 38%

voluntary ± 5% TMM

Participated because…               

• element of assessment               60%• good language practice               57% • enjoy interaction with sts/tchr       27%• interesting part of this course       23%

confusion, inexperience

too many boards & threads no choice

topics challenging in FL & too serious

privacy & proficiency

Would have participated more…

• if only one platform                              • if less other work in other subjects • if more feedback                             • if current affairs, more interesting topics                     • if posts more meaningful & more ss participated

A balancing act

• Digital nativesDigital natives ’ not all ‘IT hungry’ in their learning; IT for ‘edutainmentedutainment’ (Prenski, 2001)

o offline online alternativeso voluntary (choice) compulsory (participation)o formal informal o teacher-led student-led o interesting to students relevant to course contento assessed (participation) non assessed (language)o quantity (↓ discussions) quality (↑ substantial entries) o feedback time constraints

CMC: Stage II• more detailed instructions, criteria, clearer expectations

(content, language, register of posts)• set (minimum) participation requirements• ss groups: initiate & moderate discussions on topics

of their choice for a set time (2 wks) + produce a summary of content / reflective text

• language feedback at least once + upon requestcollaborative on-line group-work (not TBC)

AS2009 SS2010 A2010 SS2011

social / informal 23% 70% 69% 84%

content-based / formal 28% 38% 88% 97%

participation voluntary 5% TMM 5% TMM 5% TMM

Participated because…                 SI              SII

• element of assessment                     60%              100%• good language practice                     57%              100%• enjoy interaction with sts/tchr            27%                89%• interesting part of this course            23%                88%• student topics interesting/relevant                            85%

 

Would have participated more…                            • if less other work   (88%) • if only at beginning of term                           • if BB layout better

….demonstrably effective in ways relevant to the learning activity?

• It was very important for me to produce correct written Spanish, especially about current affairs topics which seems very useful and this exercise helped me gain more confidence in my Spanish skills

• I found the foros very useful for me. On the one hand you practice your own Spanish, and on the other, u also could look at what others have said, and more importantly how they‘ve said it.

• Although the fact that board was not marked, i still put as much effort in it as if it had a mark; for me it was important since i wanted to improve on my writing and practice for the exams

• Of course my intention was to produce good and correct Spanish but I mainly just wanted to participate (whether is was incorrect or not)

• Before putting my comments online I do write them on word in order to check mainly spelling mistakes.

• I used all resources available as we got unlimited time to produce the work and the more effort we put, the more chance we have to improve our Spanish

• In general i always use the dictionary quite a lot, so i used it quite a lot for the boards too

• I used dictionary especially since most of the times it was topics that I did not know about so I improved my vocabulary and checked for the right word, expression. 

• I did try to use more sophisticated vocabulary, as conversations were about serious real-life topics.

• Since the language was not assessed I did not pay that much attention to correct grammar and vocabulary while using the foros.

…..amplified attention to linguistic form?

….less stressful, equitable, non threatening environment?

• Foros are a good idea because they are a good way for shy students to interact with the others

• I saw that the other was not writing correct Spanish all the time and it made me feel that it was ok so long as you participated.

• I had time to correct my mistakes and I could say what I wanted and I didn’t mind others seeing

• the fact that others will check my work pushes me to make more effort and check my work before put it on the wiki. However I think this influence is positive and pushes the student to produce a better work

• I feel that if others see that I make an effort, then they will feel a bit of "peer pressure" or motivation to do so too and that this could improve everyone's Spanish.

Rules of CMC engagement

• familiarity w/ technology – teachers & students (accessible, reliable & user-friendly)

• clear instructions & expectations (how often, how long, how much, what counts, what doesn’t)

• timing (vs. workload) & reasonable requirements

• ownership: responsibility & flexibility, choice, alternatives

• purpose (LOs): specific skills practice, (expectations of) production, feedback &  progression (Focus on form)

References• Ball et al. (2009). Effective use of VLEs; Joint Information Systems Committee (JISC)

Infonet. Available from http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs [18 July 2010]

• Blake, R.J. (2008) Brave New Digital Classroom: Technology and Foreign Language Learning

• Browne, T, Jenkins M, Walker M, (2006). A Longitudinal Perspective regarding the use of VLEs by Higher Education institutions in the United Kingdom, Interactive Learning Environments, Volume 14, Issue 2 August 2006, 177 – 192, Routledge. Available from http://eric.exeter.ac.uk/exeter/bitstream/10036/13333/6/vle-survey-longitudinal-revision2.pdf [3 August 2010]

• Irons LR, Keel R,. Bielema CL (2002). Blended Learning and Learner Satisfaction: Keys to User Acceptance?, USDLA (US Distance Learning Association) Journal, v16 n12 Dec 2002. Available from http://www.edpath.com/2007/1007/100701.htm [10 August 2010]

• Lorenzo, George (2007). A Research review about online learning: are students satisfied? why do some succeed and others fail? what contributes to higher retention rates and positive learning outcomes? Educational Pathways (EdPath), October Vol. 6, Issue 9. Available from http://www.edpath.com/2007/1007/100701.htm [7 August 2010]

• Prensky, M. (2001a, September/October). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Available from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf