The Relevance of Personality and Language Proficiency on the Participation Style of ESL Learners in Face-to-Face and Online Discussions

Chew, Shin Yi; Ng, Lee Luan

doi:10.1007/s40299-016-0288-z

Cited by 13 publications

(11 citation statements)

References 10 publications

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“…In a way, computer-mediated collaboration provided an equaliser effect, where all group members, regardless of their proficiency, could contribute their input to the task. This finding echoed Chew and Ng's (2016) study who also found that computer-mediated collaboration provided more balanced participation for introverted and low proficiency students, as compared to the face-to-face mode.…”

Section: Factors Influencing Collaborationsupporting

confidence: 66%

“…Interestingly, this insight contradicts several studies that have reported on the equaliser effect of the computer-mediated mode in collaborative writing, especially for learners who are less proficient or more introverted (Chew & Ng, 2016, Tan, Wigglesworth, & Storch, 2010Warschauer, 1995). Those studies compared the F2F and SCMC mode and they found that low-proficiency students, as well as introverted students could participate and engage more in the collaboration in the CMC mode.…”

Section: Other Factors Affecting Collaborationcontrasting

confidence: 65%

“…Although this group consisted of five members, compared to both previous studies that looked at groups of three to four, similar roles as identified by Arnold et al (2012) were observed, namely Hassan as the group leader, who contributed the most, Ashraf as the group member, who contributed second most, then Aiman and Kafi as social loafers, who contributed a little but not their fair share of work, and lastly, Suhail as the free-rider, who barely contributed at all but received the same grade as other group members. Thus, this finding dispels the notion that collaborating in the computer-mediated mode may lead to more equal participation among learners (Chew & Ng, 2016).…”

Section: Unequal Contributionsupporting

confidence: 51%

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Investigating face-to-face and computer-mediated out-of-class collaboration in an English for Technical Writing course in Malaysia

Loo¹

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<p>With the recent shift of emphasis to social learning and the proliferation of new technologies, collaborative writing and computer-mediated collaborative writing are gaining prominence in the second language learning context. Research has shown that collaborative writing leads to improved written outcomes as well as opportunities for language learning. However, few studies have investigated how learners collaborate and what the factors that foster effective collaboration are. These aspects of collaboration are especially important for longer-term tasks carried out in out-of-class contexts, where the instructor’s supervision is minimal. Similarly, research on the process of, and factors affecting, computer-mediated collaborative writing is still scarce. Using a qualitative approach, this study closely examines the process of face-to-face and computer-mediated out-of-class collaboration to identify both the features present in different modes of collaboration and the factors that affect the learners’ collaboration. Over the course of a 14-week semester, in the context of an English for technical writing course, two groups of learners collaborated in the face-to-face mode while another two groups of learners collaborated in the computer-mediated mode to complete an out-of-class writing task. Data were collected from multiple sources, including for the face-to-face groups: the groups’ self-recorded meetings, their numerous drafts of the task, and multiple interviews with individual group members; for the computer-mediated groups: the groups’ detailed ‘revision history’ of Google Docs, the chat histories of their synchronous interactions’ applications, Google Hangout and WhatsApp, as well as individual interviews with the group members about their experiences. The findings provide comprehensive insights into the intricate process of collaboration among the learners in both modes, specifically the interplay of different features and factors in shaping the collaboration of each group in each mode. In particular, although the groups in both modes of collaboration shared a number of common collaborative features, such as co-construction of task and peer assistance, a side-by-side examination revealed subtle but significant differences in the details and depth of the features of both modes. This leads to a clearer distillation of the affordances and constraints of each mode on out-of-class collaboration. The immediacy and physical presence of the face-to-face mode were found to encourage greater depth in discussion and peer support. On the other hand, the computer-mediated mode promoted peer editing and cultivated a stronger sense of joint ownership among the learners. Further, the findings also show the varying influences of other factors, such as the learners’ attitudes, their proficiency, and the role played by each group member in influencing the collaboration process. This study provides further understanding of the underexplored area of out-of-class collaboration, and the emerging area of computer-mediated collaborative writing. In addition, the findings of the study have many pedagogical implications for educators, especially in terms of preparation for learners, and consideration of other factors such as context and assessment, if they are looking to implement the collaboration approach beyond the confines of the classroom or in a computer-mediated mode.</p>

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Section: Factors Influencing Collaborationsupporting

confidence: 66%

Section: Other Factors Affecting Collaborationcontrasting

confidence: 65%

Section: Unequal Contributionsupporting

confidence: 51%

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Investigating face-to-face and computer-mediated out-of-class collaboration in an English for Technical Writing course in Malaysia

Loo¹

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“…Therefore, the current trend is for learners to play the central role in discussions, whereas language teachers are positioned as facilitators (Brown, 2003 ; Evans, Ward, Shaw, Walker, Knight, & Sutherland-Smith, 2020 ). Apart from teacher’s talk, the discussion settings can also affect learners’ participation; as reported by Chew and Ng ( 2016 , 2021 ), Fitze ( 2006 ), and Warschauer ( 1996 ).…”

Section: Communication In Group Discussionmentioning

confidence: 99%

Communication is Vital

Chew

2021

Interpersonal Interactions and Language Learning

Self Cite

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Communicating effectively is an important life skill that can influence career and personal life, but communicating using a language that is not one’s mother tongue can be complicated, especially for a learner. Since practice makes perfect, one of the best ways to improve communication is through communication itself. This chapter explores the importance of communication in language acquisition by looking at the developments in learning approaches and why communicative language teaching is now so popular. In addition, the relevant theories which support the role of communication or interaction in language learning are discussed, including Krashen’s input hypothesis, affective filter hypothesis, Swain’s comprehensible output hypothesis and Long’s interaction hypothesis. The changes and development brought about by technology in communication and language learning are also explored and linked to the Malaysian context. The chapter ends by highlighting the potential of discussion activity as a communicative task in a second-language classroom.

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“…However, the work by Chew and Ng (2016) should be mentioned. Authors compare the style of participation of foreign language learners in different discussion settings, either online, or face-to-face,; they consider learners´ level of language knowledge and personality type (extrovert, introvert) within observations, survey and online feedback.…”

Section: Discussionmentioning

confidence: 99%

Assessment preferences and learning styles in ESP

Šimonová

2016

Journal of Language and Cultural Education

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The article deals with the research on assessment preferences reflected in learning styles within English for Specific Purposes (ESP) instruction on the higher education level. The sample group consisted of 287 respondents of the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The main objective of the research was to discover expected correlations between respondents´ learning styles and relating preferences in selected assessment formats. Two questionnaires were applied to reach the objective; however, the expectations did not prove. The discovered findings were discussed within the world context.

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The Relevance of Personality and Language Proficiency on the Participation Style of ESL Learners in Face-to-Face and Online Discussions

Cited by 13 publications

References 10 publications

Investigating face-to-face and computer-mediated out-of-class collaboration in an English for Technical Writing course in Malaysia

Investigating face-to-face and computer-mediated out-of-class collaboration in an English for Technical Writing course in Malaysia

Communication is Vital

Assessment preferences and learning styles in ESP

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