Implementing Synchronous Chat-based Curriculum in an Advanced-level ESL Classroom

synchronous CMC;chatroom;computer mediated communication;English as a foreign language;ESL;English as a second language

Lee, Yuna ; Ellen Vasu, Committee Co-Chair,Ruie Pritchard, Committee Co-Chair,Carol Pope, Committee Member,Sid Johnson, Committee Member,Lee, Yuna ; Ellen Vasu ; Committee Co-Chair ; Ruie Pritchard ; Committee Co-Chair ; Carol Pope ; Committee Member ; Sid Johnson ; Committee Member

University:North Carolina State University

关键词: synchronous CMC;    chatroom;    computer mediated communication;    English as a foreign language;    ESL;    English as a second language;   

Others  :  https://repository.lib.ncsu.edu/bitstream/handle/1840.16/4956/etd.pdf?sequence=1&isAllowed=y

美国|英语

来源: null

【 摘 要 】

This study investigated how college-level ESL students perceived the curriculum involving synchronous computer-mediated-communication (online chatting) as a means to prepare for oral communication. Eight ESL students enrolled in a community college were selected to share their experiences with the chat-based curriculum specifically developed for this study. The curriculum was based on the sociolinguistic perspective of second language learning which emphasized the importance of communicating effectively with other speakers in a socially appropriate manner. Qualitative data such as observational notes, questionnaire, and transcripts of one-on-one and focus group interviews were analyzed to examine student perceptions about the curriculum. Findings indicated that allowing ESL students to participate in small-group chat discussions resulted in increased level of participation and motivation in subsequent face-to-face discussions. According to data, chatting (1) prepared students for oral communication due to the opportunity to practice language output in slow-motion, (2) allowed students to experiment with English without the fear of embarrassment, and (3) encouraged honest and candid conversations which resulted in the development of personal relationships. Another critical component of the curriculum was identified as tailored classroom instruction that was designed by extracting linguistic errors from chat room transcripts. As a result of receiving tailored instruction, students became aware of habitual errors that they tend to make in oral language and reported that this awareness had contributed to improved oral fluency. Secondary investigation involved comparing the properties of language produced during chat sessions with the properties of oral language that are established in Chafe and Danielewics' study (1987). Findings indicated that the language produced during chat sessions share many of the properties of oral language. These findings and data from interviews suggested that students' linguistic skills gained by participating in chat sessions made natural transition to their spoken language.