Native and Non-Native Speakers in Online and Face-to-Face Discussions: Leveling the Playing Field

Autor/inn/en	Hlas, Anne Cummings; Schuh, Kathy L.; Alessi, Stephen M.
Titel	Native and Non-Native Speakers in Online and Face-to-Face Discussions: Leveling the Playing Field
Quelle	In: Journal of Educational Technology Systems, 36 (2008) 4, S.337-373 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
Schlagwörter	Online Courses; Native Speakers; English (Second Language); Bulletin Boards; Computer Mediated Communication; Discussion; Interpersonal Communication; Educational Environment; Data Analysis; Leadership; Graduate Students + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Wandzeitung; Computerkonferenz; Diskussion; Interpersonale Kommunikation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Auswertung; Führung; Führungsposition; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This study investigated the role of native language in the context of online versus face-to-face learning environments. Findings from a mixed-methods analysis revealed that native language was a factor in distinguishing among the learning opportunities in these two classes. Data for the online course were 10 archived asynchronous discussions on its threaded bulletin board. Data for the face-to-face course were verbatim transcripts of audio-taped recordings made during 10 of the 15 class sessions. Non-native speakers were more passive in the face-to-face classroom leaving the native speakers to assume leadership characteristics. In the online environments, non-native speakers and native speakers participated more equally in the discussion. Findings suggested that difficulties experienced by non-native speakers during impromptu face-to-face discussions may be alleviated given more opportunities and time for reflective articulation. (Contains 6 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10