Tale of Two Communities

Darhower, Mark

doi:10.1558/cj.v24i3.561-589

Cited by 69 publications

(24 citation statements)

References 22 publications

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“…Furthermore, Sera demonstrates leadership (D€ ornyei, 1997) in that she advanced Adam and Barry's ideas by making concrete suggestions for the content and technology tools (lines 7À14). Finally, these procedural negotiations happen early on in the phase, which can be a decisive factor for promoting group dynamics (see Darhower, 2007;O'Dowd, 2003).…”

Section: Excerptmentioning

confidence: 99%

“Are you able to access this website at all?” – team negotiations and macro-level challenges in telecollaboration

Fuchs

2016

Computer Assisted Language Learning

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This exploratory study contributes to the underexplored area of collaborative task formats in telecollaboration. The study investigates how English as a second language (ESL) student teachers in the US and English as a foreign language (EFL) student teachers in Turkey negotiated the design, implementation, and evaluation of technology-based English language learning tasks. The overall pedagogical goal of this spring 2014 project was to provide participants in different educational and institutional settings an opportunity to collaboratively explore and evaluate the affordances of technology tools in the design of joint learning tasks. This ethnographic case study triangulates questionnaires, telecollaboration logs, and computer-mediated communication data (blogs, emails) to examine the types of negotiation (personal, interactive, procedural) telecollaborative teams displayed at the project's micro levels (self, situated telecollaborative activity) and macro levels (institutional setting, political context). Findings indicate that one telecollaborative team, Global Team 2, effectively managed their learning as a group by making key decisions collectively about their work processes. The team's high number of procedural negotiation instances suggests a high degree of task-orientation, which may have aided their task completion. In contrast, the number of personal and interactive negotiation types was low. The latter, however, may have been called for midway through the project, when unexpected political developments in Turkey unfolded. Repercussions disturbed Turkish participants and affected social media, which were at the core of this telecollaboration. Implications focus on foregrounding personal and interactive negotiation via virtual Global Team check-ins, as well as on expanding collaborative tasks by incorporating perspectives on the wider institutional and sociopolitical contexts of participating institutions.

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Section: Excerptmentioning

confidence: 99%

“Are you able to access this website at all?” – team negotiations and macro-level challenges in telecollaboration

Fuchs

2016

Computer Assisted Language Learning

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“…The project lasted four weeks, which was based on both practical reasons as well as findings from the existing literature. For example, in Darhower's () study, the participants were able to develop social bonds and continuous collaboration in an online community within a four‐week period. The researchers of the present study hoped that, with careful selection of an existing online community, regular participation by the participants, and specially designed activities for the online project, the participants would have an adequate number of interactions with other members in this online community in four weeks, which would allow possible changes in the three components of motivation to happen.…”

Section: Methodsmentioning

confidence: 99%

The Impact of an Online Learning Community Project on University Chinese as a Foreign Language Students’ Motivation

Cai

Wei

2012

Foreign Language Annals

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This study investigated the impact of an online learning community project on university students’ motivation in learning Chinese as a foreign language. A newly proposed second language (L2) motivation theory—the L2 motivational self system (Dörnyei, 2005, 2009)—guided this study. A concurrent transformative mixed‐methods design was employed to collect both quantitative and qualitative data through the pre‐ and posttest of a questionnaire. Results from paired t tests indicated a significant difference in the L2 learning experience aspect of motivation before and after the online project, while there was no significant difference in the other two aspects of motivation (i.e., the ideal L2 self and the ought‐to L2 self). Specific motivating and demotivating features of the online project were identified from participants’ responses to an open‐ended question.

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“…In this article we focus on one aspect of online textbased chat communication: closing sequences or leave taking in communication between Canadian learners of German and German learners of English. Considering that leave taking is an important part of negotiating community building (Darhower 2007), we are interested in how closing sequences are sites for the creation of (different kinds of) relationships through language (Enfield 2013) or, in other words, how participants position themselves in interaction, as they make different aspects of their identities relevant at different times (Bucholtz and Hall 2010). Closing sequences, especially for language learners, are not a trivial matter for several reasons: a) the patterns for closing sequences may be (or participants assume them to be) different in different languages or be culture-specific (Bardovi-Harlig et al 1991;Harren and Raitaniemi 2008), b) learners need to make choices on a spectrum between business focus (i.e.…”

Section: Introductionmentioning

confidence: 99%

Relationship building in L2 telecollaboration: examining language learner closings in online text-based chats

Robinson

Liebscher

2019

Classroom Discourse

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Online exchanges among learners are an important form of communication in language learning contexts. This is due to the affordances this medium of communication creates for learning as well as the growing interest in internationalization of curricula. In fact, online communication can foster connections between people, including learners, across the globe. This paper is based on a qualitative analysis of online chat communication between Canadian learners of German and German learners of English. We discuss how these learners negotiate closing sequences in their chats, considering that the patterns for closing sequences may be different in different languages or be culture-specific and learners need to make choices on a spectrum between business focus (i.e. staying on task) vs. personal focus (i.e. addressing personal information). Hence, learners must negotiate interactive patterns that they may not be familiar with in creative ways that establish and maintain interpersonal relationships. Research about online communication helps to better understand learner communication, especially in an international context. In addition, it helps raise language awareness for teacher training and provides impetus for sensitizing teachers and learners to the ways in which interaction works and how relationships are maintained in communication.

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Tale of Two Communities

Cited by 69 publications

References 22 publications

“Are you able to access this website at all?” – team negotiations and macro-level challenges in telecollaboration

“Are you able to access this website at all?” – team negotiations and macro-level challenges in telecollaboration

The Impact of an Online Learning Community Project on University Chinese as a Foreign Language Students’ Motivation

Relationship building in L2 telecollaboration: examining language learner closings in online text-based chats

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