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eLearn Center (Universitat Oberta de Catalunya)
eLearn Center (Universitat Oberta de Catalunya)

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

Education
1 of 13
Assessed real-time language learning tasks online: How do learners prepare? Joseph Hopkins eLC Update meeting 24/03/2011 edulab@uoc.edu
Anxiety when being assessed on real-time speaking ,[object Object],Espai de paginació 2 / 25
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
Previous research ,[object Object],[object Object],Espai de paginació 2 / 25
Student-led tasks ,[object Object],[object Object],Espai de paginació 2 / 25
FlashMeeting Espai de paginació 2 / 25 more attention to input
Research questions ,[object Object],[object Object],Espai de paginació 2 / 25
Some preparation strategies Espai de paginació 2 / 25
Other preparation strategies Espai de paginació 2 / 25
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
Conclusions ,[object Object],[object Object],[object Object],Espai de paginació 2 / 25
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 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
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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Assessed real time language speaking

  • 1. Assessed real-time language learning tasks online: How do learners prepare? Joseph Hopkins eLC Update meeting 24/03/2011 edulab@uoc.edu
  • 2.
  • 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.
  • 5.
  • 6. FlashMeeting Espai de paginació 2 / 25 more attention to input
  • 7.
  • 8. Some preparation strategies Espai de paginació 2 / 25
  • 9. Other preparation strategies Espai de paginació 2 / 25
  • 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.
  • 12.
  • 13. Assessed real-time language learning tasks online: How do learners prepare? Joseph Hopkins eLC Update meeting 24/03/2011 edulab@uoc.edu

Editor's Notes

  1. 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?
  2. 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.
  3. Tasks sent a few days ahead of time. Time: exchange of opinions/experiences Survival: ranking/group decisions
  4. Developed by Knowledge Media Institute at the Open University UK Webcam not required.
  5. Interviews Analysis of recordings
  6. 5 from time task scripted answers
  7. What was interaction like?
  8. Given that students will prepare for assessed speaking tasks online…