The implementation of task-based teaching in an online Chinese class through web conferencing

Research output: Contribution to journalArticleResearchpeer-review

Abstract

From both interactionist and sociocultural perspectives on second language acquisition (SLA), learner-learner interactions provide opportunities for negotiation of meaning, which may facilitate their second language learning. There is yet a paucity of studies on learners’ multimodal interaction and collaborative language learning investigating the effect of task design in web conferencing-based environments. This empirical research has a dual aim: 1) to explore how the teacher and learners use multiple modes (video, audio, text chat, voting, raised-hand function, emoticons and whiteboard) to make meaning in a web conferencing environment, and 2) to examine whether learners engage in negotiation of meaning in the completion of tasks in the web conferencing environment. In this study, a group of elementary level Chinese students conducted two online sessions—one jigsaw task and one information-gap task - delivered by a web conferencing platform (Blackboard Collaborate). A mixed methods approach was adopted in that a) the teacher's and learners’ multimodal interactions were recorded and analysed quantitatively in order to illustrate participation patterns, b) Varonis and Gass's (1985) model was used to identify instances of negotiation of meaning in learner-learner interactions through an interpretive analysis of the data.

LanguageEnglish
Pages26-38
Number of pages13
JournalSystem
Volume62
DOIs
Publication statusPublished - 1 Nov 2016

Fingerprint

Teaching
interaction
chat
teacher
language
language acquisition
learning
voting
empirical research
video
participation
Task-based Teaching
World Wide Web
Negotiation of Meaning
Group
student
Multimodal Interaction
Learner-learner Interaction
Mixed Methods
Second Language Acquisition

Keywords

  • Web conferencing
  • Task-based language teaching
  • Computer-mediated communication
  • Online Chinese teaching
  • Multimodality

Cite this

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abstract = "From both interactionist and sociocultural perspectives on second language acquisition (SLA), learner-learner interactions provide opportunities for negotiation of meaning, which may facilitate their second language learning. There is yet a paucity of studies on learners’ multimodal interaction and collaborative language learning investigating the effect of task design in web conferencing-based environments. This empirical research has a dual aim: 1) to explore how the teacher and learners use multiple modes (video, audio, text chat, voting, raised-hand function, emoticons and whiteboard) to make meaning in a web conferencing environment, and 2) to examine whether learners engage in negotiation of meaning in the completion of tasks in the web conferencing environment. In this study, a group of elementary level Chinese students conducted two online sessions—one jigsaw task and one information-gap task - delivered by a web conferencing platform (Blackboard Collaborate). A mixed methods approach was adopted in that a) the teacher's and learners’ multimodal interactions were recorded and analysed quantitatively in order to illustrate participation patterns, b) Varonis and Gass's (1985) model was used to identify instances of negotiation of meaning in learner-learner interactions through an interpretive analysis of the data.",
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The implementation of task-based teaching in an online Chinese class through web conferencing. / Guo, Sijia; Möllering, Martina.

In: System, Vol. 62, 01.11.2016, p. 26-38.

Research output: Contribution to journalArticleResearchpeer-review

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