Using Online Discussion Groups in a CALL Teacher Training Course.
This paper reports the results of a study that examined an online discussion group established for a computer-assisted language learning (CALL) course and investigated patterns of interactions generated through the online discussion and participants' attitudes toward the computer-mediated communicat...
| Publicado en: | RELC Journal Vol. 37; no. 1; pp. 123 - 136 |
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| Formato: | Artículo |
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Sage Publications, Ltd.
Apr2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=20794635&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 20794635 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00336882 5NY jtl: RELC Journal issn: 00336882 maglogo: Y pubinfo: dt: Apr2006 vid: 37 iid: 1 pid: 2171 pub: Sage Publications, Ltd. artinfo: ui: 20794635 10.1177/0033688206063478 ppf: 123 ppct: 13 formats: fmt: @attributes: type: P size: 656KB tig: atl: Using Online Discussion Groups in a CALL Teacher Training Course. aug: au: Jeong-Bae Son affil: University of Southern Queensland, Australia su: Internet forums Computer assisted instruction Foreign language education Training of language teachers English as a foreign language sug: subj: Internet forums Computer assisted instruction Foreign language education Training of language teachers English as a foreign language keyword: computer-assisted language learning (CALL) computer-mediate communication (CMC) ESL/EFL online discussion groups ab: This paper reports the results of a study that examined an online discussion group established for a computer-assisted language learning (CALL) course and investigated patterns of interactions generated through the online discussion and participants' attitudes toward the computer-mediated communication (CMC) activity. The participants in the study were 24 English as a second/foreign language (ESL/EFL), 1 French and 1 Japanese in-service teachers. The findings indicate that individual postings consisted of a large number of fully task-focused messages with a small number of partially task-focused contributions and very few off-task contributions. From the content of the postings, six message types were identified. Among these types, interactive messages were exchanged between the teachers, mainly for the purposes of giving opinions/ideas and expressing support. The teachers' overall reactions to the online discussion group activities were positive. Most teachers considered the activities to be constructive, enjoyable and valuable. They agreed that online discussions were a good way of learning CALL and CMC could facilitate collaborative learning. This study confirms that CMC can provide teachers with communication channels for sharing ideas and resources and collaborating with their fellow teachers. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: RELC Journal holder: Sage Publications, Ltd. dt: @attributes: year: 2006 holdings: @attributes: islocal: N |
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