Enhancing Online Language Learning Task Engagement through Social Interaction

Autor/in	Tran, Phuong
Titel	Enhancing Online Language Learning Task Engagement through Social Interaction
Quelle	In: Australian Journal of Applied Linguistics, 1 (2018) 2, S.88-101 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2209-0959
Schlagwörter	Task Analysis; Computer Mediated Communication; Vocabulary Development; Social Networks; Learning Activities; Second Language Learning; Second Language Instruction; Language Tests; Independent Study; Positive Attitudes; Teacher Attitudes; Student Attitudes; Foreign Countries; English (Second Language); Computer Software; Computer Assisted Instruction; Undergraduate Students; Japan (Tokyo) + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Computerkonferenz; Wortschatzarbeit; Social network; Soziales Netzwerk; Lernaktivität; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Selbststudium; Lehrerverhalten; Schülerverhalten; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Computer based training; Computerunterstützter Unterricht
Abstract	Encouraging learners to engage in learning activities outside of formal class time is an ongoing challenge for language teachers. It has been argued that the social aspect of technologies can used as a support for learning, but how to achieve this remains a challenge. There is evidence that from a theoretical perspective, social networking appears to provide many of the conditions necessary for supporting learning, and there is an increasing number of studies that have started to explore the potential of social networking in language learning contexts. Results thus far have been rather mixed, where learners tend to show positive attitudes but limited interaction. The purpose of the current study is to examine how social networking is used by teachers and learners as a support for supplementary out-of-class vocabulary learning through Quizlet. Learner engagement was investigated in two consecutive semesters using the same two intact classes in each semester (N=48), the first semester where learners were given support in class, and the second semester where learners were provided with support by the teacher using LINE. Learner engagement in the Quizlet activities across the two semesters were investigated, as well as the logs of all interactions in the class LINE group and the individual interactions with the teacher. The results are discussed in terms of how social networking may be used as a support tool in terms of a community discussion tool, a teacher-to-student reporting tool, and student-to-teacher reporting tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01