Computer-Mediated Facilitation of Dialogue between Korean College Students and a NEST
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This study explores the outcomes and opinions of 27 mixed-proficiency Korean college students with respect to their participation in an ongoing computer-mediated dialogues with their native English speaking teacher (NEST). Informed by the Vygotskyan sociocultural perspective, communication between the teacher and students is considered to be essential in terms of creating an appropriately challenging and engaging pedagogy. However, in the classroom limitations of time and limited proficiency levels among students can make difficult to attend to individual student needs and concerns. After participating in a 15-week computer-mediated student-teacher dialogue (CMSTD), the students in this study are divided into three equal groups based on their overall word production in the written dialogues and labeled accordingly as High Production (HP), Moderate Production (MP), and Low Production (LP). These groupings are used to identify common traits of each group such as oral proficiency and English language learning goals in order to determine potential reasons why students chose to actively engage or avoid participation. The results suggest that the CMSTD helped to provide lower-proficiency students with voice, provided the students with opportunity to co-construct the classroom pedagogy, and helped to ensure that students received meaningful and individualized mediation.
Abstract
This study explores the outcomes and opinions of 27 mixed-proficiency Korean college students with respect to their participation in an ongoing computer-mediated dialogues with their native English speaking teacher (NEST). Informed by the Vygotskyan sociocultural perspective, communication between the teacher and students is considered to be essential in terms of creating an appropriately challenging and engaging pedagogy. However, in the classroom limitations of time and limited proficiency levels among students can make difficult to attend to individual student needs and concerns. After participating in a 15-week computer-mediated student-teacher dialogue (CMSTD), the students in this study are divided into three equal groups based on their overall word production in the written dialogues and labeled accordingly as High Production (HP), Moderate Production (MP), and Low Production (LP). These groupings are used to identify common traits of each group such as oral proficiency and English language learning goals in order to determine potential reasons why students chose to actively engage or avoid participation. The results suggest that the CMSTD helped to provide lower-proficiency students with voice, provided the students with opportunity to co-construct the classroom pedagogy, and helped to ensure that students received meaningful and individualized mediation.
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