Synchronous computer-mediated communication between foreign language learners and prospective teachers
by Sahin, Mehmet, Ph.D., IOWA STATE UNIVERSITY, 2007, 197 pages; 3259440

Abstract:

Technology has proven itself as a valuable contribution to educational practices when used in a pedagogically sound manner. In this quasi-experimental study using the Interaction Hypothesis as a theoretical framework, 11 intermediate college-level learners of French and Russian and prospective language teachers had six 30-minute synchronous online chat sessions completing communicative tasks. Using a mixed-methods approach, both quantitative and qualitative data were included in the analysis. The study provides evidence for the positive effect of synchronous computer-mediated communication on second language vocabulary acquisition and prospective teachers' professional development, and underlines the importance of scaffolding in online environments. Vocabulary gains of the language learners did not hold up over a two-week period, and there was a weak relationship between uptake outcome and vocabulary acquisition.
 
AdvisersDonna Merkley; Carol Chapelle
SchoolIOWA STATE UNIVERSITY
SourceDAI/A 68-04, p. , Aug 2007
Source TypeDissertation
SubjectsLanguage arts; Linguistics; Educational technology
Publication Number3259440
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