L2 Students' Learning Experiences with CMC in Graduate Education Courses
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With an increasing number of international students in Canadian universities, the field of second language acquisition has documented the reticence of foreign students, especially from East Asia, to participate in academic oral discourse. In light of the growing trend of online learning in higher education, this study aimed to address concerns related to L2 international students in graduate courses. This study explored(a) how L2 students' participation differed between face-to -face class and Computer-Mediated Communication(CMC);(b) what the relationship was between attributes of CMC and L2 students' learning experiences. The participants were 30 graduate students in two courses, and 12 focal students were interviewed for more detailed analysis. Negotiation of meaning was not observed either in the face-to-face or online instructional setting. To successfully participate in the online forums, not only L2 students but also L1 students had to learn to use academic discourse, which benefited the L2 students who had a strong capacity for academic writing. This paper suggests that instructors should look to the online bulletin board as a means of neutralizing L2 and L1 difference, and gender difference as well.
Abstract
With an increasing number of international students in Canadian universities, the field of second language acquisition has documented the reticence of foreign students, especially from East Asia, to participate in academic oral discourse. In light of the growing trend of online learning in higher education, this study aimed to address concerns related to L2 international students in graduate courses. This study explored(a) how L2 students' participation differed between face-to -face class and Computer-Mediated Communication(CMC);(b) what the relationship was between attributes of CMC and L2 students' learning experiences. The participants were 30 graduate students in two courses, and 12 focal students were interviewed for more detailed analysis. Negotiation of meaning was not observed either in the face-to-face or online instructional setting. To successfully participate in the online forums, not only L2 students but also L1 students had to learn to use academic discourse, which benefited the L2 students who had a strong capacity for academic writing. This paper suggests that instructors should look to the online bulletin board as a means of neutralizing L2 and L1 difference, and gender difference as well.
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