The Relevance of Personality and Language Proficiency on the Participation Style of ESL Learners in Face-To-Face and Online Discussions

Autor/inn/en	Chew, S. Y.; Ng, L. L.
Titel	The Relevance of Personality and Language Proficiency on the Participation Style of ESL Learners in Face-To-Face and Online Discussions
Quelle	In: Asia-Pacific Education Researcher, 25 (2016) 4, S.605-613 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chew, S. Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-016-0288-z
Schlagwörter	Personality Traits; Language Proficiency; Student Participation; Second Language Learning; English (Second Language); Interpersonal Communication; Computer Mediated Communication; Extraversion Introversion; Observation; Surveys; Feedback (Response); Quasiexperimental Design; Synchronous Communication; Qualitative Research + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Language skill; Language skills; Sprachkompetenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Interpersonale Kommunikation; Computerkonferenz; Beobachtung; Survey; Umfrage; Befragung; Qualitative Forschung
Abstract	Recognising that active involvement with the target language is important in learning a second language, this research compared the participation style of the language learners in different discussion settings; online and face-to-face. The personality (extroversion and introversion) and language proficiency (high-intermediate and low-intermediate) of the 48 participants were looked into. Qualitative data were obtained through observation, survey and online feedback session to substantiate the main data gathered from the quasi-experiment. The findings revealed that the use of synchronous online setting helps elicit more contribution of words and balance the participation of ESL learners especially among the introverts and the less proficient learners. The findings also implied that language instructors can capitalise on this setting to elicit more participation from selected group of students and encourage more balanced participation in the language classroom. In addition, the findings of this study showed that the medium played a role in influencing the messages produced by certain group of learners more than the others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01