ESL Distance Learners' Participation in an Online Forum: The Interplay of Contextual Factors

Autor/inn/en	Nair-Prakash, Sadhna; Stapa, Siti Hamin
Titel	ESL Distance Learners' Participation in an Online Forum: The Interplay of Contextual Factors
Quelle	In: Advances in Language and Literary Studies, 4 (2013) 1, S.100-108 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Foreign Countries; Second Language Learning; English (Second Language); Distance Education; Computer Mediated Communication; Context Effect; Social Environment; Communities of Practice; Mediation Theory; Interpersonal Communication; Blended Learning; Semi Structured Interviews; Data Analysis; Grounded Theory; Qualitative Research; Case Studies; English for Special Purposes; Student Participation; Peer Relationship; Tutors; Adult Students; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Distance study; Distance learning; Fernunterricht; Computerkonferenz; Soziales Umfeld; Community; Mediationsverfahren; Interpersonale Kommunikation; Auswertung; Qualitative Forschung; Case study; Fallstudie; Case Study; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Peer-Beziehungen; Förderlehrer; Lehrender; Tutor; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin
Abstract	This paper highlights the findings of a study examining the contextual factors that mediated distance learners' participation in an online forum (OLF). Contextual factors are elements that emerge as a result of distance learners' interaction with their social environment. The study drew on a sociocultural perspective that encompassed the concepts of communities of practice, mediation and dialogic interaction. These concepts advocate that both learning for knowledge and language learning are processes of social interaction. The participants of the study were adult ESL learners enrolled in a distance learning institution that employs a blended learning pedagogy. Multiple sources of information comprising semi-structured interview, text-based interview and informal chats were used for data collection purposes. Data was analysed using the constant comparative method. Through this approach, contextual factors mediating distance learners' participation in the OLF were uncovered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01