Assessed real time language speaking

470
-1

Published on

Time Factor Update meeting, 06-01-2011. Assessed real- time language. J.Hopkins

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
470
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Affordance of aCMC: time to reflect on messages before sending them. But what happens when ss need to think on their feet in real-time speaking activities? In another language? And when they’re being recorded and assessed?
  • Negotiation for meaning: Occur when there is a breakdown in communication (what does X mean? Could you repeat? I didn’t understand you?) Repairs make linguistic input comprehensible. Comprehensible input is a crucial requirement for language acquisition.
  • Tasks sent a few days ahead of time. Time: exchange of opinions/experiences Survival: ranking/group decisions
  • Developed by Knowledge Media Institute at the Open University UK Webcam not required.
  • Interviews Analysis of recordings
  • 5 from time task scripted answers
  • What was interaction like?
  • Given that students will prepare for assessed speaking tasks online…
  • Assessed real time language speaking

    1. 1. Assessed real-time language learning tasks online: How do learners prepare? Joseph Hopkins eLC Update meeting 24/03/2011 edulab@uoc.edu
    2. 2. Anxiety when being assessed on real-time speaking <ul><li>I was thinking more about how I was going to get a failing grade than how to speak... I couldn't think of anything else besides what I could do to pass. </li></ul>Espai de paginació 2 / 25
    3. 3. Background Espai de paginació 2 / 25 The problem: Oral interaction in distance language learning courses The study: Student-led speaking tasks via a synchronous audio-graphic conferencing tool Main research questions: Student perceptions Nature of interaction Collateral issue: Student preparation
    4. 4. Previous research <ul><li>Negotiation for meaning supported in synchronous audio-conferencing (Jepson, 2005; Wang, 2006). </li></ul><ul><li>Students tend not to prepare prior to optional teacher-led synchronous conferences ( Hampel & Hauck, 2004; Kötter, 2001). </li></ul>Espai de paginació 2 / 25
    5. 5. Student-led tasks <ul><li>Time management task </li></ul><ul><li>Survival task </li></ul>Espai de paginació 2 / 25
    6. 6. FlashMeeting Espai de paginació 2 / 25 more attention to input
    7. 7. Research questions <ul><li>How do students prepare for non-teacher-fronted, assessed speaking activities conducted in a synchronous online environment? </li></ul><ul><li>How does this preparation affect the type of interaction taking place in terms of negotiation for meaning? </li></ul>Espai de paginació 2 / 25
    8. 8. Some preparation strategies Espai de paginació 2 / 25
    9. 9. Other preparation strategies Espai de paginació 2 / 25
    10. 10. Distribution of instances of negotiation for meaning by task Espai de paginació 2 / 25 Mann-Whitney test showed difference was statistically significant with a strong effect size for task: U = 293.5, p < .000, r = -.49
    11. 11. Conclusions <ul><li>Students did significant amount of preparatory work. </li></ul><ul><li>Students used variety of preparation strategies. </li></ul><ul><li>Time management task (i.e., the more scriptable task) generated significantly fewer instances of negotation for meaning. </li></ul>Espai de paginació 2 / 25
    12. 12. Implications for design of real-time speaking tasks online Espai de paginació 2 / 25 Low need for mutual comprehension High need for mutual comprehension Not easily scriptable Little time to prepare Easily scriptable Ample time to prepare <ul><li>Less spontaneous interaction </li></ul><ul><li>Less attention to input </li></ul><ul><li>Less negotiation for meaning </li></ul><ul><li>Lesser likelihood for learning </li></ul><ul><li>More spontaneous interaction </li></ul><ul><li>More attention to input </li></ul><ul><li>More negotiation for meaning </li></ul><ul><li>Greater likelihood for learning </li></ul>
    13. 13. Assessed real-time language learning tasks online: How do learners prepare? Joseph Hopkins eLC Update meeting 24/03/2011 edulab@uoc.edu

    ×