Negotiation for Meaning and Feedback among Language Learners

Cook, Jiyon

doi:10.17507/jltr.0602.02

Cited by 7 publications

(7 citation statements)

References 26 publications

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“…In line with the observation that most MOOCs tend to adopt xMOOC features, such as short videos, automarked quizzes and peer/self-assessment (Glance et al, 2013;Wong, 2015), those for language learning, as illustrated above, are no exception. For language learning, however, it has been suggested that the connectivist model would be more suitable, as learners may participate in the extensive interaction in negotiation for meaning (Cook, 2015) and for practising the different language skills acquired in the courses (de Larreta-Azelain, 2014). The pedagogy features of language MOOCs, as shown in the results of this study, reveal its limitations in providing comprehensive training for learners in all areas of language learning.…”

Section: Discussionmentioning

confidence: 99%

A survey on the pedagogical features of language massive open online courses

Wong

2021

AAOUJ

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PurposeThis paper examines the pedagogical features of massive open online courses (MOOCs) for language learning–known as language MOOCs. The mainstream pedagogy of MOOCs typically involves the provision of short videos and reading materials for self-study; discussion forums, mostly for peer-to-peer interaction on course content; and machine-graded quizzes for self-assessment. For language learning, which has been conventionally understood as skill development, the pedagogical features of relevant MOOCs have yet to be comprehensively surveyed.Design/methodology/approachThis study surveyed a total of 123 language MOOCs from the major MOOC platforms. The pedagogical features shown in these courses were identified and categorised according to the types of course materials and learning activities as well as the participation of learners and instructors.FindingsEnglish was the most common language taught in the courses. Over 80% of the courses took not more than six hours to complete. Most of these courses followed the typical approach of xMOOC delivery, with video watching, reading and auto-graded assessment being the most common learning activities. Less than half of the courses included discussion as part of learning, and instructors were involved in less than 30% of the discussion.Originality/valueThe findings show that, despite the technological advances in course delivery, current language MOOCs do not differ substantially from conventional distance language learning. Yet, the utilisation of computer-assisted language learning technology and the massive student base of MOOCs for creating a virtual social community are opportunities for developing learners' language proficiency on this learning environment.

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Section: Discussionmentioning

confidence: 99%

A survey on the pedagogical features of language massive open online courses

Wong

2021

AAOUJ

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“…To this end, it was decided that requests would be limited to what Long (1983) refers to as requests to negotiate meaning. These requests can be used to help learners during communication breakdowns (Cook, 2015) and allow them to assess whether or not they have been successful at communicating with native/proficient speakers (Long, 1983). There are three different types of requests within this category.…”

Section: Linguistic Needs Analysismentioning

confidence: 99%

“…), and comprehension checks, also known as repetition ("You want ____?"). These requests allow the learner to receive additional linguistic information and input and can help prevent communication breakdowns (Cook, 2015). The use of the requests was especially useful for the proficiency level of the target learners as they would allow them to effectively seek assistance in the form of repetition, further explanation, or rewording to ensure understanding (CCLB, 2012).…”

Section: Linguistic Needs Analysismentioning

confidence: 99%

Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

McLellan

Kartchava

Rodgers

2021

CJAL

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Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich 2010), suggesting a need for outside the classroom, occupation-specific language training. The use of technology has been shown to be advantageous for second language (L2) learning (Stockwell, 2007), especially when used outside the classroom (i.e., mobile-assisted language learning), as mobile technology affords learners greater control and flexibility over their own learning (Yang, 2013). This paper reports on a study investigating the development of a blended curriculum for L2 learners employed in customer service. A technology-mediated module was designed and developed within a task-based language teaching framework to provide workplace-linguistic support on mobile devices, enabling learners to access the language instruction they needed, when they needed it. The module contents and usability were assessed by high-beginner English proficiency newcomers employed in customer service (n=4) and their volunteer teachers (n=4). Results confirm the overall benefits of using language learning technology in providing instruction that meets participant language needs, ensuring opportunities for individualized training. Implications for designing, implementing, and researching technology-mediated modules are discussed.

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“…"), and comprehension checks, also known as repetition ("You want ____?"). These requests allow for more information and comprehensible input to be obtained and can help prevent communication breakdowns (Cook, 2015). Furthermore, these types are meaning-focused rather than form-focused, aligning with the principles of TBLT.…”

Section: Linguistic Needs Analysismentioning

confidence: 99%

Section: Linguistic Needs Analysismentioning

confidence: 99%

Technology-Mediated Workplace Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

McLellan¹

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Canadian newcomers with low proficiency in English or French face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, some newcomers are unable to attend face-to-face classes (Shaffir & Satzewich, 2010), suggesting a need for outside-the-classroom occupation-specific language training. Technology has been advantageous for second language learning outside the classroom (Stockwell, 2007), with mobile-assisted language learning affording learners greater control over their learning (Yang, 2013). As part of a larger project, this thesis presents the development and assessment of a technology-mediated task-based module providing workplace-linguistic support on mobile devices, enabling learners to access language instruction when and as needed. The modules were assessed by newcomers of high-beginner English proficiency employed in customer service (n=4) and their teachers (n=4). Results confirm benefits of the approach in providing instruction meeting participant needs, ensuring opportunities for individualized training. Implications for designing and implementing technologymediated modules are discussed.

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Negotiation for Meaning and Feedback among Language Learners

Cited by 7 publications

References 26 publications

A survey on the pedagogical features of language massive open online courses

A survey on the pedagogical features of language massive open online courses

Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

Technology-Mediated Workplace Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

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