Analysis on Synchronous CMC article.
Payne, J. S. & Whitney, P. J. (2002) CALICO Journal: Developing L2 Oral Proficiency through Synchronous CMC: Output, Working Memory, and Interlanguage Development, 20(1)pp. 7-32. Retrieved March 5, 2009 from https://www.calico.org.html.
The arrival of the technological era has indelibly changed the face of education. For example, with the increasing awareness of the potential of computer-assisted language learning (CALL) has necessitated a broadening of its use and effectiveness. As stated by Bush in Luke, C. L & Britten, J S (2007), “Ready or not, it appears that technology will pay an ever-increasing role in each of our institutions. There will be no aspect of foreign language learning that will not be influenced by the technological evolution”. Therefore, CALL materials are believed to facilitate the language learning process and help the learners in acquiring language through different approach in a more pleasurable mode either in asynchronous or in synchronous way.
To be specific, synchronous text-based chat tools are alternative discussion forums which provide place-independent opportunities for conversation. Moreover, chat tools are normally engage in less formal and make conversation more interactive (Paulus, T. 2007). Therefore, with the rapid development in computer-assisted language learning, there are many researches done to survey the effectiveness. For instance, the research done by Payne, J. S and Whitney, P.J.
This research will focus more and give further explanations in synchronous CMC with the clear objective which is to test the hypothesis that synchronous computer-mediated communication can indirectly improve second language oral proficiency. Moreover, this study used an experimental design with four sample groups of 58 volunteers from four sections of third semester Spanish courses participated in two face-to-face and two online class periods per week. The instructional content was the same for both the experimental and the control groups, thus the same activities or discussions were held online in the chatroom and in the face-to-face for the control groups. In consequence, the study ended within 15 weeks which is in one semester.
In addition, to complete this study, the researchers construct a special oral proficiency instrument because in this context it refers to an individual’s ability to produce language that is comprehensible with syntax and vocabulary appropriate to the task. Therefore, for the speaking test, participants need to select one of four envelops containing a speaking task written in English. They were required to read the instruction and speak in Spanish for approximately five minutes. Two examiners which are native and non-native speaker administered the speaking test and the objective was to obtain a 5-minute speech sample.
For the working memory measures, the computer-based delivery of the reading span measure displayed one sentence after another in 7 second intervals until all of the sentences in a set had been viewed. After all sentences in the set had been seen, participants clicked on a button to see a screen of words. For each word to be remembered, there were two distracters such as, if the target word was “girl”, the distractor could be “women”.
Besides, the research come out with two main research questions which are, 1) Can second language oral proficiency be indirectly developed through chatroom interaction in the target language? 2) Can individual differences in Working Memory capacity effectively predict the rate of second language oral proficiency development for different types of learners in a chatroom setting?
In respond to the first research question, findings suggest that the participants spending half of their instructional time in a synchronous online environment were advantaged in their oral proficiency development over those meeting face to face in classroom. Moreover, the score of participants conducting half of their class time in the chatroom was higher than the control condition suggests that synchronous CMC may provide some benefits to second language learners that may be difficult to obtain in a conventional classroom setting.
In addition, the result for the second research question suggests that phonological Working Memory capacity plays some role in oral proficiency development. Moreover, the chatroom environment reduce the burden on Working Memory by slowing down the pace of discussion and allowing users to refresh memory traces by re-reading previous comments. In consequences, these results give a preliminary indication that the chatroom environment may be especially beneficial for student with lower ability to maintain verbal information in the Phonological Loop.
In conclusion, the findings from this research provide evidence that second language oral proficiency can be indirectly developed through chatroom interaction in the target language. From the qualitative data collected from this research indicates that 23 experimental participants who respond to a survey questionnaire, 5 indicated that they overtly vocalized the comments they were composing and 16 said they spoke silently to themselves as they type comments in the chatroom. Supported by Yun-Jo An and Frick, T (2006), stated that CMC can provide a more comfortable environment and discussion opportunities for students who do not perform well in spontaneous face-to-face discussion because they are too shy. However, since this is very early in experimentally examining oral proficiency development as a result of synchronous CMC, these findings need to compare with different population and instructional treatments to gain more concrete results.
React to the findings within the context of language learning or teaching in Malaysia.
The findings from this research provide evidence that second language oral proficiency can be indirectly developed through chatroom interaction in the target language. However, this situation may be different within the context of language learning or teaching in Malaysia. Traditionally, Malaysia still lack of using the computer as language learning tools. But, to grasp the Malaysia vision 2020, a number of nationwide IT projects that are intended to transform major sectors of Malaysian society including education using the IT technology.
However, research done by Saadiyah Darus (2008), shows that in Malaysia context, there are many challenges that demotivate the students and teachers from using computers in learning second language especially with the involvement with synchronous CMC. For example, most of the rural schools in Malaysia are lacking with computers, notebooks, LCD projectors and software to enable teachers to bring technology into classrooms. And most important challenging is unadequate training to use the computer to teach and lack of confidence in handling the computer in the classroom due to insufficient knowledge of ICT. Because of this, some of the teacher may have a pessimis interpretation towards the use of computer technology in the classroom especially among teachers who had lower perceived abilities of handling the computer. Moreover, the use of chatroom interaction between students and lecturers, and between lecturers was still not widespread in Malaysia. Learning support materials were still scarce and access to online journals and databases was very limited.
Therefore, to develop computer skills for students and teachers, computer literacy courses must be included in the curriculum at most institution with more enough computer laboratories be built. And most important treatment in using computer as language learning tool is the positive attitude towards its effectiveness and the long term consequences in the future where all people are moving forward with the used of grand new technology.
Payne, J. S. & Whitney, P. J. (2002) CALICO Journal: Developing L2 Oral Proficiency through Synchronous CMC: Output, Working Memory, and Interlanguage Development, 20(1)pp. 7-32. Retrieved March 5, 2009 from https://www.calico.org.html.
The arrival of the technological era has indelibly changed the face of education. For example, with the increasing awareness of the potential of computer-assisted language learning (CALL) has necessitated a broadening of its use and effectiveness. As stated by Bush in Luke, C. L & Britten, J S (2007), “Ready or not, it appears that technology will pay an ever-increasing role in each of our institutions. There will be no aspect of foreign language learning that will not be influenced by the technological evolution”. Therefore, CALL materials are believed to facilitate the language learning process and help the learners in acquiring language through different approach in a more pleasurable mode either in asynchronous or in synchronous way.
To be specific, synchronous text-based chat tools are alternative discussion forums which provide place-independent opportunities for conversation. Moreover, chat tools are normally engage in less formal and make conversation more interactive (Paulus, T. 2007). Therefore, with the rapid development in computer-assisted language learning, there are many researches done to survey the effectiveness. For instance, the research done by Payne, J. S and Whitney, P.J.
This research will focus more and give further explanations in synchronous CMC with the clear objective which is to test the hypothesis that synchronous computer-mediated communication can indirectly improve second language oral proficiency. Moreover, this study used an experimental design with four sample groups of 58 volunteers from four sections of third semester Spanish courses participated in two face-to-face and two online class periods per week. The instructional content was the same for both the experimental and the control groups, thus the same activities or discussions were held online in the chatroom and in the face-to-face for the control groups. In consequence, the study ended within 15 weeks which is in one semester.
In addition, to complete this study, the researchers construct a special oral proficiency instrument because in this context it refers to an individual’s ability to produce language that is comprehensible with syntax and vocabulary appropriate to the task. Therefore, for the speaking test, participants need to select one of four envelops containing a speaking task written in English. They were required to read the instruction and speak in Spanish for approximately five minutes. Two examiners which are native and non-native speaker administered the speaking test and the objective was to obtain a 5-minute speech sample.
For the working memory measures, the computer-based delivery of the reading span measure displayed one sentence after another in 7 second intervals until all of the sentences in a set had been viewed. After all sentences in the set had been seen, participants clicked on a button to see a screen of words. For each word to be remembered, there were two distracters such as, if the target word was “girl”, the distractor could be “women”.
Besides, the research come out with two main research questions which are, 1) Can second language oral proficiency be indirectly developed through chatroom interaction in the target language? 2) Can individual differences in Working Memory capacity effectively predict the rate of second language oral proficiency development for different types of learners in a chatroom setting?
In respond to the first research question, findings suggest that the participants spending half of their instructional time in a synchronous online environment were advantaged in their oral proficiency development over those meeting face to face in classroom. Moreover, the score of participants conducting half of their class time in the chatroom was higher than the control condition suggests that synchronous CMC may provide some benefits to second language learners that may be difficult to obtain in a conventional classroom setting.
In addition, the result for the second research question suggests that phonological Working Memory capacity plays some role in oral proficiency development. Moreover, the chatroom environment reduce the burden on Working Memory by slowing down the pace of discussion and allowing users to refresh memory traces by re-reading previous comments. In consequences, these results give a preliminary indication that the chatroom environment may be especially beneficial for student with lower ability to maintain verbal information in the Phonological Loop.
In conclusion, the findings from this research provide evidence that second language oral proficiency can be indirectly developed through chatroom interaction in the target language. From the qualitative data collected from this research indicates that 23 experimental participants who respond to a survey questionnaire, 5 indicated that they overtly vocalized the comments they were composing and 16 said they spoke silently to themselves as they type comments in the chatroom. Supported by Yun-Jo An and Frick, T (2006), stated that CMC can provide a more comfortable environment and discussion opportunities for students who do not perform well in spontaneous face-to-face discussion because they are too shy. However, since this is very early in experimentally examining oral proficiency development as a result of synchronous CMC, these findings need to compare with different population and instructional treatments to gain more concrete results.
React to the findings within the context of language learning or teaching in Malaysia.
The findings from this research provide evidence that second language oral proficiency can be indirectly developed through chatroom interaction in the target language. However, this situation may be different within the context of language learning or teaching in Malaysia. Traditionally, Malaysia still lack of using the computer as language learning tools. But, to grasp the Malaysia vision 2020, a number of nationwide IT projects that are intended to transform major sectors of Malaysian society including education using the IT technology.
However, research done by Saadiyah Darus (2008), shows that in Malaysia context, there are many challenges that demotivate the students and teachers from using computers in learning second language especially with the involvement with synchronous CMC. For example, most of the rural schools in Malaysia are lacking with computers, notebooks, LCD projectors and software to enable teachers to bring technology into classrooms. And most important challenging is unadequate training to use the computer to teach and lack of confidence in handling the computer in the classroom due to insufficient knowledge of ICT. Because of this, some of the teacher may have a pessimis interpretation towards the use of computer technology in the classroom especially among teachers who had lower perceived abilities of handling the computer. Moreover, the use of chatroom interaction between students and lecturers, and between lecturers was still not widespread in Malaysia. Learning support materials were still scarce and access to online journals and databases was very limited.
Therefore, to develop computer skills for students and teachers, computer literacy courses must be included in the curriculum at most institution with more enough computer laboratories be built. And most important treatment in using computer as language learning tool is the positive attitude towards its effectiveness and the long term consequences in the future where all people are moving forward with the used of grand new technology.
References
Luke, C. L & Britten, J. S (2007) CALICO Journal: The Expanding Role of Technology in Foreign Language Teacher Education Programs, vol 24, 2, pp 1-2.
Paulus, T. (2007). Journal of Computer-Mediated Communication: CMC Modes for Learning Tasks at a Distance, 12(4), Retrieved March 6, 2009 from http://jcmc.indiana.edu/vol12/issue4/paulus.html.
Saadiyah Darus. (2008). A Journal for Teachers of English: Investigating Teachers’ Use of Computers in Teaching English: A Case Study, 8(1), Retrieved March 10, 2009 from http://www.iatefl.org.pl/call/j_article30.htm
Yun-Jo An & Frick, T. (2006). Journal of Computer-Mediated Communication: Student Perceptions of Asynchronous Computer-Mediated Communication in Face-to-Face Courses, 11(2), Retrieved March 6, 2009 from http://jcmc.indiana.edu/vol11/issue2/an.html.
0 comments: