In this paper, we describe an initial exploratory study designed to compare the outcomes of online listening and online text-based tasks in the context of the study of Italian at The University of Melbourne. Our findings allow us to characterise online listening and online reading as a qualitative difference between deep and surface approaches to learning. Online listening seems to promote an integrative orientation and heighten students' desire to deconstruct and understand texts. There also appears to be higher vocabulary acquisition and knowledge retention with online listening tasks. IntroductionRubin and Thompson (1994) assert that "[l]istening, quite possibly, is the most important of the language skills, since people spend approximately 60% of their time listening" (1994:85). While the cardinal position of listening as one of the key linguistic abilities is clearly recognised, this is not reflected in research on listening.Vandergrift (1997, 1999, 2006) has repeatedly called attention to this fact. He notes most recently, for instance, that "[t]he extent to which listening ability in a second language (L2) is a function of the transfer of first language (L1) listening abilities or of L2 proficiency has not heretofore been examined" (Vandergrift 2006:6). In an earlier contribution, he described listening, conceptualised as a reception strategy, as the "Cinderella of communication strategies; [it has] received little research attention" (Vandergrift 1997:494). Similarly, there is a notable lack of research which explores the effects online listening may have on L2 proficiency and, of particular relevance to the present study, cross-modality effects, i.e. effects of listening on other linguistic abilities such as writing or speaking. Clearly, this is due to relatively recent developments in technology which facilitate access to online audio materials and to tools which allow for straightforward creation of learning tasks (see Rizzi and Absalom 2007).Cross-modality effects on second/foreign language competency, which refer to the impact one type of task can have on difference linguistic abilities (e.g. how a reading task affects oral proficiency), have emerged as an issue in the last ten years with a strong focus on the relationship between online text-based activities (either synchronous -chatrooms or asynchronous -email exchanges) and face-to-face oral interaction. Studies have described the following positive types of effects of the online environment:
This paper discusses a project involving the use of email exchanges between non-native speakers (NNS) in the Italian program at the Australian National University (ANU). Approximately eighty students, spanning beginners' to advanced level, participated in two iterations of a one-to-one email conversation in 2000. The underpinning rationale for the use of email was to promote interaction in the foreign language. We describe the language and content of the messages constructed by students in terms of the following features: • the effects of email conversation on participation and engagement of the learners • the effects of the spatial, temporal and psychological distance inherent in email communication • the hybrid nature of electronic communication which is situated between written and spoken discourse • the relationship of the formal and content aspects of electronic communication • the creativity in expression of the language produced. We discuss the ramifications the use of email communication can have for teaching and learning languages. familiarity, we chose to incorporate the use of email into the teaching program across all levels of Italian. Second, since all students of Italian were to be involved, the asynchronous features of email, as opposed to either synchronous CMC or real-life meetings, were seen as more attractive. Sproull & Kiesler describe certain aspects of email communication which are highly relevant to a teaching and learning context which aims at fostering interaction. In their words, Ordinarily when people communicate, they aren't just exchanging information, they are projecting an image of themselves. This knowledge can make them shy in front of others, especially those whose respect they most desire. Ephemerality and plain text in electronic mail reduce the fear of appearing foolish in front of others. By removing reminders of a possibly critical audience, electronic mail induces people to be more open. (Sproull & Kiesler, 1991, p. 42) They go on to raise a very important consideration relating to the social context of CMC, noting that "communication technologies weaken social differences apparent in face-toface communication" (Spr oull & Kiesler, 1991, p. 43). This social levelling is crucial in a teaching and learning context because interaction in language classes is often hampered by students' perceptions of their classmates: for example, "I can't possibly speak Italian in front of those people". Roed supports this position when she describes the electronic environment as one in which "there are no immediate [negative] reactions such as giggles or raised eyebrows" (Roed, 2003, p. 170). Turning to the specific context of languages education, in the last ten years the use of email communication has been successfully integrated into the teaching of languages at university level (Warschauer & Kern, 2000; Chapelle, 2001). This has profoundly altered the dynamics of interaction creating a learning environment which can be characterised as interactive and collaborative as well as student-cen...
One of the recent imperatives in higher education worldwide has been internationalization of the curriculum. The object of this article is to explore student perceptions of internationalization across diverse course offerings within one school of the University of South Australia (UniSA). UniSA is notable in the Australian context as a university which from very early in its development enshrined internationalization among its seven ‘graduate qualities’. In this preliminary study, we explore the notions of internationalization of the curriculum as represented in the literature, describing the context for internationalization at UniSA before exploring student perceptions. Our data reveal that on the whole students appear to have a deep and integrated sense of internationalization of the curriculum which at times clashes with a less developed conceptualization defined by their course of study. From our study we are able to begin to define certain principles which foster internationalization of the curriculum and draw some challenging conclusions about its future in higher education.
The use of reflective tasks, such as journals, as a means to enhance learning is not uncommon in higher education. However, the formative value of reflective tasks is not easily reconciled in tertiary settings where assessment requirements traditionally favour product over process. While learner perception and resolution of this tension have rarely been investigated, research confirms that learners’ level of engagement with the task is a salient parameter for learning to take place (Platt and Brooks, 2002). In other words, if the task is to serve its formative purpose, learners’ perception of and engagement with the task are paramount. The present case study compares learner perceptions of two types of reflective tasks: an online blog and a traditional pen-and-paper learning journal. Findings suggest that reflective tasks can facilitate regular working habits and offer a space for use of the language, and that regular teacher monitoring strongly affects learners’ perceptions of the usefulness of the task.
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