Online synchronous communication in the second-language classroom
Abstract: The study reported on in this paper used a framework of benefits, challenges and solutions to categorize data from a design experiment using synchronous online communication for learning French as a second language (FSL). Participants were 92 Grade 6, FSL students and four teachers from ur...
Published in: | Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie |
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ftdoajarticles:oai:doaj.org/article:6244e3a898ca4567ad855967eae0f5e7 2023-05-15T17:22:43+02:00 Online synchronous communication in the second-language classroom Elizabeth Murphy 2010-07-01T00:00:00Z https://doi.org/10.21432/T2KG6C https://doaj.org/article/6244e3a898ca4567ad855967eae0f5e7 EN FR eng fre The Canadian Network for Innovation in Education (CNIE) http://www.cjlt.ca/index.php/cjlt/article/view/26380 https://doaj.org/toc/1499-6677 https://doaj.org/toc/1499-6685 1499-6677 1499-6685 doi:10.21432/T2KG6C https://doaj.org/article/6244e3a898ca4567ad855967eae0f5e7 Canadian Journal of Learning and Technology, Vol 35, Iss 3 (2010) Education L article 2010 ftdoajarticles https://doi.org/10.21432/T2KG6C 2022-12-30T23:11:26Z Abstract: The study reported on in this paper used a framework of benefits, challenges and solutions to categorize data from a design experiment using synchronous online communication for learning French as a second language (FSL). Participants were 92 Grade 6, FSL students and four teachers from urban and rural areas of Newfoundland, Canada. Data collection relied on online observation, teachers’ use of blogs and an online discussion forum, face-to-face planning and reflection meetings for teachers as well as interviews with all participants. Benefits included independence and peer-learning; authenticity and motivation; anonymity and confidence; enhanced self-esteem. Challenges related to teacher multi-tasking; poor sound quality; technical problems; momentum; grouping; scheduling. Solutions included use of student moderators; audio tutorials and direct messaging; activity tutorials; technical support and capacity building. The categories and their subcategories were grouped into two themes of positive affect and student-centered learning. Résumé : L’étude décrite dans le présent article a utilisé un cadre prenant en considération les bénéfices, les défis et les solutions afin de classer les données d’un dispositif expérimental utilisant la communication synchrone en ligne pour l’apprentissage du français langue seconde (FLS). Les participants étaient 92 élèves en FLS de sixième année et quatre enseignants de milieux urbains et ruraux de Terre-Neuve, Canada. La collecte des données s’est fondée sur l’observation en ligne, l’utilisation de cybercarnets et d’un forum de discussion en ligne par les enseignants, la planification en face-à-face et des réunions de réflexion pour les enseignants, ainsi que des entrevues avec tous les participants. Les bénéfices comprenaient : l’indépendance et l’apprentissage entre pairs; l’authenticité et la motivation; l’anonymat et la confiance; l’amélioration de l’estime de soi. Les défis se rapportaient à : la multiplicité des tâches incombant aux enseignants; la mauvaise qualité ... Article in Journal/Newspaper Newfoundland Terre-Neuve Directory of Open Access Journals: DOAJ Articles Canada Soi ENVELOPE(30.704,30.704,66.481,66.481) Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie 35 3 |
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Directory of Open Access Journals: DOAJ Articles |
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English French |
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Education L |
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Education L Elizabeth Murphy Online synchronous communication in the second-language classroom |
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Education L |
description |
Abstract: The study reported on in this paper used a framework of benefits, challenges and solutions to categorize data from a design experiment using synchronous online communication for learning French as a second language (FSL). Participants were 92 Grade 6, FSL students and four teachers from urban and rural areas of Newfoundland, Canada. Data collection relied on online observation, teachers’ use of blogs and an online discussion forum, face-to-face planning and reflection meetings for teachers as well as interviews with all participants. Benefits included independence and peer-learning; authenticity and motivation; anonymity and confidence; enhanced self-esteem. Challenges related to teacher multi-tasking; poor sound quality; technical problems; momentum; grouping; scheduling. Solutions included use of student moderators; audio tutorials and direct messaging; activity tutorials; technical support and capacity building. The categories and their subcategories were grouped into two themes of positive affect and student-centered learning. Résumé : L’étude décrite dans le présent article a utilisé un cadre prenant en considération les bénéfices, les défis et les solutions afin de classer les données d’un dispositif expérimental utilisant la communication synchrone en ligne pour l’apprentissage du français langue seconde (FLS). Les participants étaient 92 élèves en FLS de sixième année et quatre enseignants de milieux urbains et ruraux de Terre-Neuve, Canada. La collecte des données s’est fondée sur l’observation en ligne, l’utilisation de cybercarnets et d’un forum de discussion en ligne par les enseignants, la planification en face-à-face et des réunions de réflexion pour les enseignants, ainsi que des entrevues avec tous les participants. Les bénéfices comprenaient : l’indépendance et l’apprentissage entre pairs; l’authenticité et la motivation; l’anonymat et la confiance; l’amélioration de l’estime de soi. Les défis se rapportaient à : la multiplicité des tâches incombant aux enseignants; la mauvaise qualité ... |
format |
Article in Journal/Newspaper |
author |
Elizabeth Murphy |
author_facet |
Elizabeth Murphy |
author_sort |
Elizabeth Murphy |
title |
Online synchronous communication in the second-language classroom |
title_short |
Online synchronous communication in the second-language classroom |
title_full |
Online synchronous communication in the second-language classroom |
title_fullStr |
Online synchronous communication in the second-language classroom |
title_full_unstemmed |
Online synchronous communication in the second-language classroom |
title_sort |
online synchronous communication in the second-language classroom |
publisher |
The Canadian Network for Innovation in Education (CNIE) |
publishDate |
2010 |
url |
https://doi.org/10.21432/T2KG6C https://doaj.org/article/6244e3a898ca4567ad855967eae0f5e7 |
long_lat |
ENVELOPE(30.704,30.704,66.481,66.481) |
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Canada Soi |
geographic_facet |
Canada Soi |
genre |
Newfoundland Terre-Neuve |
genre_facet |
Newfoundland Terre-Neuve |
op_source |
Canadian Journal of Learning and Technology, Vol 35, Iss 3 (2010) |
op_relation |
http://www.cjlt.ca/index.php/cjlt/article/view/26380 https://doaj.org/toc/1499-6677 https://doaj.org/toc/1499-6685 1499-6677 1499-6685 doi:10.21432/T2KG6C https://doaj.org/article/6244e3a898ca4567ad855967eae0f5e7 |
op_doi |
https://doi.org/10.21432/T2KG6C |
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Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie |
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35 |
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3 |
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