designing online synchronous communication to strengthen second-language communication skills e....
TRANSCRIPT
![Page 1: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/1.jpg)
Designing Online Synchronous
Communication to Strengthen
Second-Language Communication Skills
Designing Online Synchronous
Communication to Strengthen
Second-Language Communication Skills
E. Murphy, C. Stoodley, P. Thomas, & K. Scarth
E. Murphy, C. Stoodley, P. Thomas, & K. Scarth
![Page 2: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/2.jpg)
![Page 3: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/3.jpg)
Objectives: 2006-07
1. Identify and examine the types of teacher practices and student activities most effective for and best suited to contexts of online synchronous communication for promoting negotiation of meaning.
2. Identify benefits, challenges, and solutions.
![Page 4: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/4.jpg)
2-11
![Page 5: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/5.jpg)
Participants:
- 4 elementary Intensive Core French teachers
- 91 Grade Six, Intensive Core French students from 4 Newfoundland schools
![Page 6: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/6.jpg)
![Page 7: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/7.jpg)
DIRECT MESSAGING
AUDIO
BREAKOUT ROOMS WHITEBOARD
![Page 8: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/8.jpg)
2.5 days of face-to-face collaboration, reflection, &
planning
+
½ day individual teacher reflection+
![Page 9: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/9.jpg)
http://www.ictlicfproject.com
![Page 10: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/10.jpg)
![Page 11: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/11.jpg)
Activité 1:
Je sais tout sur toi!
Activité 2:
L’Objet mystère.
![Page 12: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/12.jpg)
- 4 teachers - 91 students
Interviews
![Page 13: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/13.jpg)
“…you get to have your own ideas instead of one being picked out for you by your teacher..”
“…there’s no sense for a teacher to be there because we don’t need any extraordinary amount of help...”
“It’s just like you’re your own teacher.”
Teacher practices
![Page 14: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/14.jpg)
“…My favourite part [was]… when we played the 2nd time and it was like a contest between the two classes and they put the score on the whiteboard…you would try harder...”
“…What I liked best about the project is finding more about your partner and their life and you get to make friends.”
“In class, they know if you’re good at French or not but online they don’t. If you fool up it doesn’t really matter.”
Student activities
![Page 15: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/15.jpg)
“…it’s easier to speak online because they don’t know you as well. In class, they know if you are good at French or not but online they don’t. If you fool up it doesn’t really matter.”
“…The improvement for my class was more along the lines of taking risks versus improvement in oral communication in the French language.”
“…the students are optimistic, motivated, and eager to participate and when online they are engaged in a French conversation. That alone is great.”
Benefits
![Page 16: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/16.jpg)
GroupingPacing PrivilegesVocabulary
Pedagogical
Logistical
Technical
Audio quality Supply of equipmentComputer
breakdowns Scheduling of
activities Disorientation
Challenges
![Page 17: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/17.jpg)
Flexible groupingVocabulary scaffoldsUse of DM & WBoard Slide show of activity
Pedagogical
Logistical
Avoid use of breakout rooms
Open scheduling Within school
scheduling
Audio slideshow Local capacity building
Solutions
Technical
![Page 18: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/18.jpg)
Sustainability (Maintenance of activities without
research support)&
Scalability (Grade 6 Intensive Core French,
Grade 7 French Immersion, & Grade 10 regular Core French classes)
Project objectives: 2007-08
![Page 19: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/19.jpg)
Study Summary
Pamphlet
![Page 20: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/20.jpg)
References:
Gass, S. (1997). Input, interaction, and the second language learner. New Jersey: Lawrence Erlbaum Associates.
Holmberg, B., Shelley, M., & White, C. (Eds.). (2000). Distance education and languages: Evolution and change. Clevedon, UK: Multilingual Matters
Lightbrown, P. M., & Spada, N. (1999). How languages are learned. Oxford: Oxford University Press.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W.C. Ritchie & T. K. Bhatia (Eds.), Handbook of Second Language Acquisition (pp. 413-454). London: Academic Press, Inc.
Pica, T. (1994). Research on negotiation: What does it reveal about second language learning conditions, processes, and outcomes? Language Learning, 44(3), 493-527.
![Page 21: Designing Online Synchronous Communication to Strengthen Second-Language Communication Skills E. Murphy, C. Stoodley, P. Thomas, & K. Scarth](https://reader036.vdocument.in/reader036/viewer/2022062407/56649e255503460f94b14384/html5/thumbnails/21.jpg)
Swain, M. (1995). Three functions of output in second language learning. In. G. Cook & G. Seidhofer (Eds.), Principles and practices in applied linguistics: Studies in honour of H. G. Widdowson (p. 125-144). Oxford: Oxford University Press.
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16(3), 371-391.
White, L. (1987). Against comprehensible input: the input hypothesis and the development of second language competence. Applied Linguistics, 8, 95-110.
White, L. (1991). Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom. Second Language Research, 7(2), 133-161.
Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.
Zhao, Y. (2005). Technology and second language learning: Promises and problems (working paper). Technology in Support of Young Second Language Learners Project, University of California.