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The effects of written synchronous c...

Tellez Perez, Elisa.

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The effects of written synchronous computer-mediated communication on grammatical accuracy in Spanish.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of written synchronous computer-mediated communication on grammatical accuracy in Spanish./
作者:	Tellez Perez, Elisa.
面頁冊數:	60 p.
附註:	Source: Masters Abstracts International, Volume: 53-04.
Contained By:	Masters Abstracts International53-04(E).
標題:	Education, Foreign Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1562433
ISBN:	9781321095906

The effects of written synchronous computer-mediated communication on grammatical accuracy in Spanish.
Tellez Perez, Elisa.

The effects of written synchronous computer-mediated communication on grammatical accuracy in Spanish. - 60 p.

Source: Masters Abstracts International, Volume: 53-04.

Thesis (M.A.)--University of Delaware, 2014.

This item must not be sold to any third party vendors.

This study seeks to investigate how synchronous computer-mediated communication (SCMC) compares to face-to-face (F2F) interaction as a tool to develop oral grammatical accuracy in L2. Twenty four American college students studying third semester Spanish participated in a comparative experiment during one class period. The objective was to express doubt and certainty using either the present indicative or the subjunctive according to context. In the output part of the lesson, students were paired to complete interactive tasks: the control group communicated face-to-face, whereas the experimental group used Google Talk. The experiment culminated in both groups participating in an oral debate with their partners. Students also completed multiple-choice pre- and post- tests evaluating their learning of the subjunctive, as well as a final self-assessment survey. Statistical analysis of the tests and transcripts revealed that both groups showed increase in grammatical accuracy in discrete and open-ended tasks. While no significant differences were found between groups in the discrete tasks, the experimental group produced a third more statements using the subjunctive, used the targeted structure more accurately, and used a greater variety of expressions to communicate doubt and certainty in the open-ended tasks. The final self-assessment survey revealed that students in the experimental group felt slightly better-prepared for the final oral debate. In addition, the majority of students in both groups showed positive attitudes towards the experiment, giving reasons related to the development of grammatical accuracy, more effective use of class time, and a better fit to different learning styles. Pedagogical implications are discussed, along with suggestions for future research.

ISBN: 9781321095906Subjects--Topical Terms:

1064562
Education, Foreign Language.

The effects of written synchronous computer-mediated communication on grammatical accuracy in Spanish.
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520 $a This study seeks to investigate how synchronous computer-mediated communication (SCMC) compares to face-to-face (F2F) interaction as a tool to develop oral grammatical accuracy in L2. Twenty four American college students studying third semester Spanish participated in a comparative experiment during one class period. The objective was to express doubt and certainty using either the present indicative or the subjunctive according to context. In the output part of the lesson, students were paired to complete interactive tasks: the control group communicated face-to-face, whereas the experimental group used Google Talk. The experiment culminated in both groups participating in an oral debate with their partners. Students also completed multiple-choice pre- and post- tests evaluating their learning of the subjunctive, as well as a final self-assessment survey. Statistical analysis of the tests and transcripts revealed that both groups showed increase in grammatical accuracy in discrete and open-ended tasks. While no significant differences were found between groups in the discrete tasks, the experimental group produced a third more statements using the subjunctive, used the targeted structure more accurately, and used a greater variety of expressions to communicate doubt and certainty in the open-ended tasks. The final self-assessment survey revealed that students in the experimental group felt slightly better-prepared for the final oral debate. In addition, the majority of students in both groups showed positive attitudes towards the experiment, giving reasons related to the development of grammatical accuracy, more effective use of class time, and a better fit to different learning styles. Pedagogical implications are discussed, along with suggestions for future research.
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