Coconstructing a Meaningful Online Environment: Faculty–Student Rapport in the English as a Foreign Language College Classroom

2021 ◽  
Author(s):  
Norah Almusharraf
Keyword(s):  
Foreign Language ◽  
College Classroom ◽  
Online Environment

scholarly journals Online Peer Feedback in Beginners’ Writing Tasks

2013 ◽  
Vol 43 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Constanza Tolosa ◽  
Martin East ◽  
Helen Villers
Keyword(s):  
Foreign Language ◽  
Exploratory Study ◽  
Corrective Feedback ◽  
Online Communication ◽  
The Body ◽  
Online Environment ◽  
Tutoring Program ◽  
Written Corrective Feedback ◽  
Reciprocal Peer Tutoring ◽  
Made In

This study contributes to the body of research that aims to understandthe relationship between online communication and foreign language(FL) learning, in particular when teachers seek to provide authenticopportunities for interaction for their learners. The study wasmotivated by efforts made in the New Zealand context to overcome thegeographic limitations of interaction between FL learners and nativespeakers. We report on the findings of an exploratory study into anonline reciprocal peer tutoring program established to enhance the FLlearning of a group of beginner eleven-year old students of Spanish,with particular focus on the benefits of written corrective feedback. Theproject aimed to examine the processes by which students tutored eachother in the online environment as they responded to each other’s texts.The analysis of the students’ messages focused on (1) the aspects oflanguage corrected by the tutors, (2) the frequency with which tutorsaccurately identified and provided input on errors, (3) the types offeedback provided by the tutors, and (4) what the learners did with thecorrections and feedback. The findings indicate that the students werewilling to contribute to peer correction and used different strategiesand correction techniques to foster attention to linguistic form,although they were not always capable of providing accurate feedbackor metalinguistic explanations.

Rozvoj řečové dovednosti mluvení s využitím asynchronních ICT nástrojů: přehledová studie

2019 ◽  
pp. 33-50
Author(s):  
Terezie Nerušilová
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Positive Influence ◽  
International Studies ◽  
Online Environment ◽  
Speaking Skill ◽  
Ict Tools

This review aims to map the research connected with the use of ICT tools for the development of speaking skill in foreign language learning. It is based on nine international studies showing in which ways the asynchronous online environment can be used for the development of the speaking skill, emphasising the positive influence of ICT on students’ motivation, and some of them pointing out the importance of feedback.

Investigating the Online Interactions of a Team of Test Developers Working in a Wiki Environment

2013 ◽  
pp. 362-386
Author(s):  
Anna Filipi ◽  
Sophie Lissonnet
Keyword(s):  
Foreign Language ◽  
Conversation Analysis ◽  
Online Environment ◽  
Affiliative Behavior ◽  
Sequence Structure ◽  
Language Competence ◽  
Face To Face ◽  
Online Interactions ◽  
Test Items ◽  
Language Tests

This chapter reports an investigation of online interactions occurring in the context of the development of a suite of foreign language tests known as the Assessment of Language Competence (ALC) (http://www.acer.edu.au/alc/). The interactions took place in a wiki environment from 2007 to 2009. The aim of the investigation was twofold. The first was to identify the features of the organization of online postings in an asynchronous online environment and to compare them with the organization of face-to-face interaction. The second was to examine how expertise is invoked in interactions centered on the vetting of test items. The chapter uses selected findings from Conversation Analysis and applies them to the postings on the wiki. Findings from the analysis include the rarity of self-repair, similarities in the organization of sequence structure and the same orientations to affiliative behavior found in conversation.

Investigating the Online Interactions of a Team of Test Developers Working in a Wiki Environment

2010 ◽  
pp. 194-211
Author(s):  
Anna Filipi ◽  
Sophie Lissonnet
Keyword(s):  
Foreign Language ◽  
Conversation Analysis ◽  
Online Environment ◽  
Affiliative Behavior ◽  
Sequence Structure ◽  
Language Competence ◽  
Face To Face ◽  
Online Interactions ◽  
Test Items ◽  
Language Tests

This chapter reports an investigation of online interactions occurring in the context of the development of a suite of foreign language tests known as the Assessment of Language Competence (ALC) (http://www.acer.edu.au/alc/). The interactions took place in a wiki environment from 2007 to 2009. The aim of the investigation was twofold. The first was to identify the features of the organization of online postings in an asynchronous online environment and to compare them with the organization of face-to-face interaction. The second was to examine how expertise is invoked in interactions centered on the vetting of test items. The chapter uses selected findings from Conversation Analysis and applies them to the postings on the wiki. Findings from the analysis include the rarity of self-repair, similarities in the organization of sequence structure and the same orientations to affiliative behavior found in conversation.

scholarly journals Identifying difficulties in teaching foreign language speaking in the online environment

2021 ◽  
Vol 127 ◽  
pp. 01008
Author(s):  
Tatiana Valeryevna Potemkina ◽  
Lilia Vladimirovna Bondareva ◽  
Ekaterina Nikolayevna Shchaveleva ◽  
Dana Serikovna Saulembekova ◽  
Thi Hue Le
Keyword(s):  
Foreign Language ◽  
Educational Process ◽  
Academic Programs ◽  
Interaction Patterns ◽  
Online Environment ◽  
Related Factors ◽  
Teacher Student ◽  
Psychological Difficulties ◽  
Speaking Skills

The digital transformation of education has been causing dramatic changes in the organization and curriculum of the educational process. The problem of mastering foreign language speaking skills by university students in distance learning format has been attracting growing attention in academic circles worldwide. In addition to the technical difficulties faced by the stakeholders of the online learning process, there has been an increasing focus on other related factors, including psychological barriers and emerging interaction patterns in both student-student communication and teacher-student communication. In this paper, the authors will identify the difficulties faced by the students who learn speaking skills online. A survey was conducted among students of technical specialties of the NUST MISIS University. The survey involved 16 students who were studying English online. The conducted experiment revealed several types of psychological difficulties that arise while learning to speak online. The results of the study will help improve the quality of academic programs in terms of identifying the existing gaps in designing and managing speaking classes online.

Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

2008 ◽  
Vol 18 (3) ◽  
pp. 111-118
Author(s):  
Lourdes Ramos-Heinrichs ◽  
Lynn Hansberry Mayo ◽  
Sandra Garzon
Keyword(s):  
Foreign Language ◽  
Therapeutic Relationship ◽  
Service Provider ◽  
Speech Therapy ◽  
Cross Cultural ◽  
Value Orientations ◽  
Collaborative Partnership ◽  
The Family ◽  
Therapy Services ◽  
Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

Eye Movements of Children and Adults While Reading Television Subtitles

2007 ◽  
Vol 12 (3) ◽  
pp. 196-205 ◽  
Author(s):  
Géry d'Ydewalle ◽  
Wim De Bruycker
Keyword(s):  
Eye Movements ◽  
Foreign Language ◽  
Age Differences ◽  
Information Sources ◽  
Native Language ◽  
Verbal Information ◽  
Single Text ◽  
Grade 5 ◽  
Reading Patterns ◽  
Attentional System

Abstract. Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language subtitling) or reversed (foreign language subtitles and native language soundtrack) subtitling. With standard subtitling, reading behavior in the subtitle was observed, but there was a difference between one- and two-line subtitles. As two lines of text contain verbal information that cannot easily be inferred from the pictures on the screen, more regular reading occurred; a single text line is often redundant to the information in the picture, and accordingly less reading of one-line text was apparent. Reversed subtitling showed even more irregular reading patterns (e.g., more subtitles skipped, fewer fixations, longer latencies). No substantial age differences emerged, except that children took longer to shift attention to the subtitle at its onset, and showed longer fixations and shorter saccades in the text. On the whole, the results demonstrated the flexibility of the attentional system and its tuning to the several information sources available (image, soundtrack, and subtitles).

Use of the TOEFL as a Standard for University Admission: A Position Statement by the Canadian Psychological Association

1998 ◽  
Vol 14 (3) ◽  
pp. 261-265 ◽  
Author(s):  
Marvin L. Simner
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Position Statement ◽  
Considerable Evidence ◽  
Canadian Universities ◽  
Weak Relationship ◽  
University Admission ◽  
Canadian Psychological Association

Nearly all Canadian universities employ, as a standard for university admission, the Test of English as a Foreign Language (TOEFL). In light of considerable evidence indicating only a weak relationship between TOEFL scores and academic achievement, the Canadian Psychological Association recently issued a report containing a position statement that called upon Canadian universities to refrain from employing the TOEFL in this manner. Because the concerns raised in the report are likely to apply to many universities outside Canada, the entire report is reproduced in this article.

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