An Analysis of Equalizing Effects of Different InteractionalContexts: From the Social Constructivist Perspective.
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Abstract
This study examined the equalizing effects of three different language learning contexts and also, interactive relationships between ESL students of different styles in discussions’ learning experiences and situated contexts from the social constructivist perspective. Data were collected from an advanced writing class in USA using both quantitative and qualitative methods. The results then showed an establishing link with the equalizing effects of computer discussions on the English language quality in tandem with quantitative language production. Quantitative and ualitative analyses further indicated interactive relationships between students’ learning experiences and situated contexts. Specifically, students in High Increase perceived higher efficacy in computer discussions, and could develop confidence to participate more actively in class, while the Medium Increase group was more confident and active in oral discussions. The Decrease group, on the other hand, tended to be off class topics when engaged in computer discussions. These students perceived their strengths and weaknesses in English language learning in reference to different contextual characteristics. Therefore, language educators must decide what kinds of instructional tasks would be the most appropriate one to achieve certain goals by understanding students’ interactive dynamics with different learning contexts.
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