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Video Vs. Text in Discussion Boards:...

Svokos, Grazia Rechichi.

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Video Vs. Text in Discussion Boards: Exploring Asynchronous Video Communication among Second Language Undergraduates in a Blended U.S. English Composition Course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Video Vs. Text in Discussion Boards: Exploring Asynchronous Video Communication among Second Language Undergraduates in a Blended U.S. English Composition Course./
Author:	Svokos, Grazia Rechichi.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	175 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13856767
ISBN:	9781392193709

Video Vs. Text in Discussion Boards: Exploring Asynchronous Video Communication among Second Language Undergraduates in a Blended U.S. English Composition Course.
Svokos, Grazia Rechichi.

Video Vs. Text in Discussion Boards: Exploring Asynchronous Video Communication among Second Language Undergraduates in a Blended U.S. English Composition Course. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 175 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ed.D.)--Northeastern University, 2019.

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

This action research used a qualitative comparative analysis approach to explore the use of asynchronous video communication during online peer review activities in the discussion board of an undergraduate blended U.S. English composition course for non-native speakers. The purpose was to compare second language students' online communication using video to that of text in order to see if video communication offered any benefits to this population of undergraduate student. This researcher imposed video communication as an intervention in the discussion board of one of her blended U.S. English composition courses, and then used content analysis to compare students' archived online peer reviews with those from another similar course where students used text only. Two additional data samples from the intervention course were also analyzed: (a) transcripts of students' videotaped end of semester comments left on the discussion board; and (b) the Community of Inquiry (CoI) student survey instrument. Findings from a cross-course qualitative comparative analysis of videotaped and text peer reviews suggest video communication produced longer, more personalized comments, with more critiques, compliments, and details about the draft. Intervention course students also displayed increased peer interaction and self-reflective thoughts. Students' end-of-semester videotaped comments revealed an initial discomfort with video communication that transformed into feelings of gratefulness for the experience as a method that improved their language skills and helped them overcome fear of speaking in English. Though not definitive, student surveys rated highly all three Community of Inquiry (CoI) presences. Further research is suggested with a more diverse population of second-language students. Additional studies of asynchronous video communication among second language learners beyond the scope of peer reviewing and English composition studies is also worthwhile investigating.

ISBN: 9781392193709Subjects--Topical Terms:

2122778
Bilingual education.

Video Vs. Text in Discussion Boards: Exploring Asynchronous Video Communication among Second Language Undergraduates in a Blended U.S. English Composition Course.
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500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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502 $a Thesis (Ed.D.)--Northeastern University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This action research used a qualitative comparative analysis approach to explore the use of asynchronous video communication during online peer review activities in the discussion board of an undergraduate blended U.S. English composition course for non-native speakers. The purpose was to compare second language students' online communication using video to that of text in order to see if video communication offered any benefits to this population of undergraduate student. This researcher imposed video communication as an intervention in the discussion board of one of her blended U.S. English composition courses, and then used content analysis to compare students' archived online peer reviews with those from another similar course where students used text only. Two additional data samples from the intervention course were also analyzed: (a) transcripts of students' videotaped end of semester comments left on the discussion board; and (b) the Community of Inquiry (CoI) student survey instrument. Findings from a cross-course qualitative comparative analysis of videotaped and text peer reviews suggest video communication produced longer, more personalized comments, with more critiques, compliments, and details about the draft. Intervention course students also displayed increased peer interaction and self-reflective thoughts. Students' end-of-semester videotaped comments revealed an initial discomfort with video communication that transformed into feelings of gratefulness for the experience as a method that improved their language skills and helped them overcome fear of speaking in English. Though not definitive, student surveys rated highly all three Community of Inquiry (CoI) presences. Further research is suggested with a more diverse population of second-language students. Additional studies of asynchronous video communication among second language learners beyond the scope of peer reviewing and English composition studies is also worthwhile investigating.
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