Peer-Assessment and Student-Driven Negotiation of Meaning: Two Ingredients for Creating Social Presence in Online EFL Social Contexts
With the current availability of state-of-the-art technology, particularly the Internet, people have expanded their channels of communication. This has similarly led to many people utilizing technology to learn second/foreign languages. Nevertheless, many current computer-assisted language learning...
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| Format: | Article |
| Language: | English |
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Allameh Tabataba'i University Press
2017-06-01
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| Series: | Issues in Language Teaching |
| Subjects: | |
| Online Access: | https://ilt.atu.ac.ir/article_8421_593e4f210dabd43d040b8cf855c40266.pdf |
| _version_ | 1797378194237554688 |
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| author | Mohammad Hossein Hariri Asl S. Susan Marandi |
| author_facet | Mohammad Hossein Hariri Asl S. Susan Marandi |
| author_sort | Mohammad Hossein Hariri Asl |
| collection | DOAJ |
| description | With the current availability of state-of-the-art technology, particularly the Internet, people have expanded their channels of communication. This has similarly led to many people utilizing technology to learn second/foreign languages. Nevertheless, many current computer-assisted language learning (CALL) programs still appear to be lacking in interactivity and what is termed social presence, which is in turn an obstacle to the learners assuming active roles in their online experience of L2 learning. Consequently, the existing CALL programs do not seem to have updated themselves from the obsolete behavioristic and communicative genres to reach for the integrative one to yield optimum interactivity. The present study has attempted to cast light on the prospect of creating an online learning community that could optimize the patterns of interaction among the students and the teacher with the intention of creating online social presence. Using a qualitative research based on grounded theory, the researchers attempted to collect and analyze the data vis-à-vis the participants’ feedback on the research questions that were cyclically obtained from 42 English students of the first researcher’s weblog through 41 semi-structured interviews at the end of each virtual class on Skype and Discord over one year. The results suggested that content-based instruction (CBI) in which the students can opt for and create the content of the course through engaging in asynchronous activities and performing peer-assessment in the comment forms and discussion boards before practicing negotiation of meaning in each synchronous class could maximize the level of student-student interactivity and social presence among the L2 learners. |
| first_indexed | 2024-03-08T20:04:13Z |
| format | Article |
| id | doaj.art-94d0482ea27d4edd92d3be48d3f46496 |
| institution | Directory Open Access Journal |
| issn | 2322-3715 2476-6194 |
| language | English |
| last_indexed | 2024-03-08T20:04:13Z |
| publishDate | 2017-06-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | Issues in Language Teaching |
| spelling | doaj.art-94d0482ea27d4edd92d3be48d3f464962023-12-23T10:46:52ZengAllameh Tabataba'i University PressIssues in Language Teaching2322-37152476-61942017-06-016114411710.22054/ilt.2017.84218421Peer-Assessment and Student-Driven Negotiation of Meaning: Two Ingredients for Creating Social Presence in Online EFL Social ContextsMohammad Hossein Hariri Asl0S. Susan Marandi1Ph.D. Candidate in TEFL, Islamic Azad University, Science and Research Branch, Tehran, IranEnglish Department, Faculty of Literature and Languages, Alzahra University, North Sheikh Bahaee St., Tehran, IranWith the current availability of state-of-the-art technology, particularly the Internet, people have expanded their channels of communication. This has similarly led to many people utilizing technology to learn second/foreign languages. Nevertheless, many current computer-assisted language learning (CALL) programs still appear to be lacking in interactivity and what is termed social presence, which is in turn an obstacle to the learners assuming active roles in their online experience of L2 learning. Consequently, the existing CALL programs do not seem to have updated themselves from the obsolete behavioristic and communicative genres to reach for the integrative one to yield optimum interactivity. The present study has attempted to cast light on the prospect of creating an online learning community that could optimize the patterns of interaction among the students and the teacher with the intention of creating online social presence. Using a qualitative research based on grounded theory, the researchers attempted to collect and analyze the data vis-à-vis the participants’ feedback on the research questions that were cyclically obtained from 42 English students of the first researcher’s weblog through 41 semi-structured interviews at the end of each virtual class on Skype and Discord over one year. The results suggested that content-based instruction (CBI) in which the students can opt for and create the content of the course through engaging in asynchronous activities and performing peer-assessment in the comment forms and discussion boards before practicing negotiation of meaning in each synchronous class could maximize the level of student-student interactivity and social presence among the L2 learners.https://ilt.atu.ac.ir/article_8421_593e4f210dabd43d040b8cf855c40266.pdfsocial presencepeer-assessmentnegotiation of meaningcontent-based instruction |
| spellingShingle | Mohammad Hossein Hariri Asl S. Susan Marandi Peer-Assessment and Student-Driven Negotiation of Meaning: Two Ingredients for Creating Social Presence in Online EFL Social Contexts Issues in Language Teaching social presence peer-assessment negotiation of meaning content-based instruction |
| title | Peer-Assessment and Student-Driven Negotiation of Meaning: Two Ingredients for Creating Social Presence in Online EFL Social Contexts |
| title_full | Peer-Assessment and Student-Driven Negotiation of Meaning: Two Ingredients for Creating Social Presence in Online EFL Social Contexts |
| title_fullStr | Peer-Assessment and Student-Driven Negotiation of Meaning: Two Ingredients for Creating Social Presence in Online EFL Social Contexts |
| title_full_unstemmed | Peer-Assessment and Student-Driven Negotiation of Meaning: Two Ingredients for Creating Social Presence in Online EFL Social Contexts |
| title_short | Peer-Assessment and Student-Driven Negotiation of Meaning: Two Ingredients for Creating Social Presence in Online EFL Social Contexts |
| title_sort | peer assessment and student driven negotiation of meaning two ingredients for creating social presence in online efl social contexts |
| topic | social presence peer-assessment negotiation of meaning content-based instruction |
| url | https://ilt.atu.ac.ir/article_8421_593e4f210dabd43d040b8cf855c40266.pdf |
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