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Voice vs. text chats: Their efficacy...

Ellis, Olga.

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Voice vs. text chats: Their efficacy for learning probing questions by non-native speaking medical professionals in online courses.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Voice vs. text chats: Their efficacy for learning probing questions by non-native speaking medical professionals in online courses./
Author:	Ellis, Olga.
Description:	237 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-10(E), Section: A.
Contained By:	Dissertation Abstracts International73-10A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3511035
ISBN:	9781267382573

Voice vs. text chats: Their efficacy for learning probing questions by non-native speaking medical professionals in online courses.
Ellis, Olga.

Voice vs. text chats: Their efficacy for learning probing questions by non-native speaking medical professionals in online courses. - 237 p.

Source: Dissertation Abstracts International, Volume: 73-10(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2012.

Through an English for Specific Purposes (ESP): Communication in Nursing online course, the present study examines the efficacy of synchronous voice-based and text-based chats as instructional and communicative modes in learning to use open questions for probing in therapeutic dialogues by non-native speaking (NNS) participants, students of a nursing college at a major university in the Philippines.

ISBN: 9781267382573Subjects--Topical Terms:

516208
English as a second language.

Voice vs. text chats: Their efficacy for learning probing questions by non-native speaking medical professionals in online courses.
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020 $a 9781267382573
035 $a (MiAaPQ)AAI3511035
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100 1 $a Ellis, Olga. $3 3176601
245 1 0 $a Voice vs. text chats: Their efficacy for learning probing questions by non-native speaking medical professionals in online courses.
300 $a 237 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-10(E), Section: A.
500 $a Adviser: Robert Ariew.
502 $a Thesis (Ph.D.)--The University of Arizona, 2012.
520 $a Through an English for Specific Purposes (ESP): Communication in Nursing online course, the present study examines the efficacy of synchronous voice-based and text-based chats as instructional and communicative modes in learning to use open questions for probing in therapeutic dialogues by non-native speaking (NNS) participants, students of a nursing college at a major university in the Philippines.
520 $a The study draws on a plethora of research findings in online education, ESP online course designs, text-based vs. voice-based synchronous chats and their place in learning online, efficacy and application of text and voice-based communicative practices in online courses designed for NNS students, issues related to medical discourse, humanization, and patient-centeredness of communicative encounters (e.g., between a nurse/provider and a patient/client). The study examines the following questions: (1) which interactional mode -- voice or text -- provides for better learning of probing questions by NNS medical professionals through noticing of their use in therapeutic dialogues and situations typical for everyday healthcare-related communicative settings in an online course; (2) what evidence is there to suggest that the skill to use open questions for probing in role-plays of therapeutic dialogues by NNS medical professionals developed through text-based practices in an online course might transfer to their speech and vice versa; (3) which interactional mode - voice or text - is perceived by the online-course participants as more effective for learning to use probing questions in therapeutic dialogues and healthcare-related communicative encounters.
520 $a The results of the analyses supported many of the hypotheses for both research conditions. More specifically, they supported the predicted efficacy of both forms of online instruction and communication -- voice-based and text-based -- in learning probing techniques by the online course participants; furthermore, a possibility of the two-way language-skill transfer modes -- from text-to-speech and from speech-to-text -- was suggested in learning second language online through application of synchronous chat sessions. Although more research is necessary in the above-mentioned areas of language learning in the context of online education, the research findings of the present research study are highly suggestive of effective implementation of voice-based and text-based synchronous chats in ESP online course designs for NNS speaking students.
590 $a School code: 0009.
650 4 $a English as a second language. $3 516208
650 4 $a Curriculum development. $3 684418
650 4 $a Educational technology. $3 517670
650 4 $a Health education. $3 559086
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710 2 $a The University of Arizona. $b Second Language Acquisition & Teaching. $3 1020442
773 0 $t Dissertation Abstracts International $g 73-10A(E).
790 $a 0009
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3511035