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Assessed real time language speaking

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

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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

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