A study of students' engagement with CMC in learning Spanish for Business purposes (EFE) (2011) with recommendations for future projects.

1. Computer-mediated Communication
(CMC) in Foreign Languages:
A study of students’ engagement
Amparo Lallana
BaM, LCCS
RC 2011

2. Questions
Will students daily use of CMC tools in
their leisure time (SMS, social
networks, blogs, etc) grant a similar
engagement with CMC tools in FL?
Can strategies be identified to enhance
students’ engagement and / or
overcome reluctance?

3. Setting
Spanish for Business, Final Year (language / content)
2 stages
2009-10 (20 + 35 ss / Moodle)
2010-11 (16 + 38 ss / BB)
Data
• pre-module + post-module questionnaires
• focus group
• group reflective summaries, individual posts
• in-class discussions, informal (f2f, e-mail)
Focus
Perception + Participation + Satisfaction + Learning

4. ‘ITtitudes’
– useful, informative, well organised, convenient,
accessible from home, easy to use
– neglect of “the most powerful aspects of VLE systems:
their ability to support collaborative learning” (Ball 2009)

5. Computer-mediated communication
• oral / written; synchronous / asynchronous; NS-NNS /
NNS-NNS; e-mail, blogs, wikis, chat, social networks,
discussion boards; Internet / VLE
• "A second language is best learned and taught through
interaction" (Blake, 2008)
o amplified attention to linguistic form
o stimulus for increased production
o less stressful environment
o equitable and non threatening
• technology ‘relatively straightforward’ & ‘demonstrably
effective’ in ways relevant to the learning activity
(Irons 2002)
• success based on frequency and length of engagement
(Lorenzo 2007)

6. Asynchronous written communication between NNS via
VLE discussion boards
• personal / SPA (informal, social networking)
• class content-based (formal)
Objectives
• supplement teaching provision (2 hrs/wk)
• provide space for language practice without grade pressure
• exchange knowledge & ideas on class topics
Assessment
• participation, but language not-assessed
Stage 1Stage 1 AS2009AS2009 SS2010SS2010
Social / informalSocial / informal 23% 70%
Content-basedContent-based 28% 38%
voluntary ± 5% TMM

7. Participated because…
• element of assessment 60%
• good language practice 57%
• enjoy interaction with sts/tchr 27%
• interesting part of this course 23%
confusion, inexperience
too many boards & threads
no choice
topics challenging in FL & too serious
privacy & proficiency
Would have participated more…
• if only one platform
• if less other work in other subjects
• if more feedback
• if current affairs, more interesting topics
• if posts more meaningful & more ss participated

8. A balancing act
• Digital nativesDigital natives ’ not all ‘IT hungry’ in their learning; IT for
‘edutainmentedutainment’ (Prenski, 2001)
o offline online alternatives
o voluntary (choice) compulsory (participation)
o formal informal
o teacher-led student-led
o interesting to students relevant to course content
o assessed (participation) non assessed (language)
o quantity (↓ discussions) quality (↑ substantial entries)
o feedback time constraints

9. CMC: Stage II
• more detailed instructions, criteria, clearer expectations
(content, language, register of posts)
• set (minimum) participation requirements
• ss groups: initiate & moderate discussions on topics
of their choice for a set time (2 wks) + produce a summary
of content / reflective text
• language feedback at least once + upon request
collaborative on-line group-work (not TBC)
AS2009 SS2010 A2010 SS2011
social / informal 23% 70% 69% 84%
content-based / formal 28% 38% 88% 97%
participation voluntary 5% TMM 5% TMM 5% TMM

10. Participated because… SI SII
• element of assessment 60% 100%
• good language practice 57% 100%
• enjoy interaction with sts/tchr 27% 89%
• interesting part of this course 23% 88%
• student topics interesting/relevant 85%
Would have participated more…
• if less other work (88%)
• if only at beginning of term
• if BB layout better

11. ….demonstrably effective in ways relevant
to the learning activity?
• It was very important for me to produce correct written Spanish,
especially about current affairs topics which seems very useful and this
exercise helped me gain more confidence in my Spanish skills
• I found the foros very useful for me. On the one hand you practice your
own Spanish, and on the other, u also could look at what others have
said, and more importantly how they‘ve said it.
• Although the fact that board was not marked, i still put as much effort
in it as if it had a mark; for me it was important since i wanted to
improve on my writing and practice for the exams
• Of course my intention was to produce good and correct Spanish but I
mainly just wanted to participate (whether is was incorrect or not)

12. • Before putting my comments online I do write them on word in order to check
mainly spelling mistakes.
• I used all resources available as we got unlimited time to produce the work and
the more effort we put, the more chance we have to improve our Spanish
• In general i always use the dictionary quite a lot, so i used it quite a lot for the
boards too
• I used dictionary especially since most of the times it was topics that I did not
know about so I improved my vocabulary and checked for the right word,
expression.
• I did try to use more sophisticated vocabulary, as conversations were
about serious real-life topics.
• Since the language was not assessed I did not pay that much attention to
correct grammar and vocabulary while using the foros.
…..amplified attention to linguistic form?

13. ….less stressful, equitable, non
threatening environment?
• Foros are a good idea because they are a good way for shy students to
interact with the others
• I saw that the other was not writing correct Spanish all the time and it
made me feel that it was ok so long as you participated.
• I had time to correct my mistakes and I could say what I wanted and I
didn’t mind others seeing
• the fact that others will check my work pushes me to make more effort
and check my work before put it on the wiki. However I think this
influence is positive and pushes the student to produce a better work
• I feel that if others see that I make an effort, then they will feel a bit of
"peer pressure" or motivation to do so too and that this could improve
everyone's Spanish.

14. Rules of CMC engagement
• familiarity w/ technology – teachers & students
(accessible, reliable & user-friendly)
• clear instructions & expectations (how often, how long,
how much, what counts, what doesn’t)
• timing (vs. workload) & reasonable requirements
• ownership: responsibility & flexibility, choice,
alternatives
• purpose (LOs): specific skills practice, (expectations
of) production, feedback & progression (Focus on
form)

15. References
• Ball et al. (2009). Effective use of VLEs; Joint Information Systems Committee (JISC)
Infonet. Available from http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs [18
July 2010]
• Blake, R.J. (2008) Brave New Digital Classroom: Technology and Foreign Language
Learning
• Browne, T, Jenkins M, Walker M, (2006). A Longitudinal Perspective regarding the
use of VLEs by Higher Education institutions in the United Kingdom, Interactive
Learning Environments, Volume 14, Issue 2 August 2006, 177 – 192, Routledge.
Available from http://eric.exeter.ac.uk/exeter/bitstream/10036/13333/6/vle-survey-
longitudinal-revision2.pdf [3 August 2010]
• Irons LR, Keel R,. Bielema CL (2002). Blended Learning and Learner Satisfaction:
Keys to User Acceptance?, USDLA (US Distance Learning Association) Journal, v16
n12 Dec 2002. Available from http://www.edpath.com/2007/1007/100701.htm [10
August 2010]
• Lorenzo, George (2007). A Research review about online learning: are students
satisfied? why do some succeed and others fail? what contributes to higher retention
rates and positive learning outcomes? Educational Pathways (EdPath), October Vol.
6, Issue 9. Available from http://www.edpath.com/2007/1007/100701.htm [7 August
2010]
• Prensky, M. (2001a, September/October). Digital natives, digital immigrants. On the
Horizon, 9(5), 1-6. Available from http://www.marcprensky.com/writing/Prensky%20-
%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf