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Exploring Taiwanese EFL students' re...

Yang, Ming-Lung.

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Exploring Taiwanese EFL students' responses to synchronous CMC: Effects on language use, learning and transfer, and perceptions.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Exploring Taiwanese EFL students' responses to synchronous CMC: Effects on language use, learning and transfer, and perceptions./
Author:	Yang, Ming-Lung.
Description:	218 p.
Notes:	Adviser: Diane Schallert.
Contained By:	Dissertation Abstracts International68-06A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3267861
ISBN:	9780549068099

Exploring Taiwanese EFL students' responses to synchronous CMC: Effects on language use, learning and transfer, and perceptions.
Yang, Ming-Lung.

Exploring Taiwanese EFL students' responses to synchronous CMC: Effects on language use, learning and transfer, and perceptions. - 218 p.

Adviser: Diane Schallert.

Thesis (Ph.D.)--The University of Texas at Austin, 2006.

The present study aimed to contribute to an understanding of how synchronous Computer-Medicated Communication (SCMC) participated in the learning of EFL students at different academic achievement levels in terms of language use, what these students learned and transferred from the SCMC discussions to their subsequent essay and oral tasks they encountered, and how they responded to the SCMC-assisted instruction.

ISBN: 9780549068099Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Exploring Taiwanese EFL students' responses to synchronous CMC: Effects on language use, learning and transfer, and perceptions.
LDR:03197nam 2200313 a 45 001 955082
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020 $a 9780549068099
035 $a (UMI)AAI3267861
035 $a AAI3267861
040 $a UMI $c UMI
100 1 $a Yang, Ming-Lung. $3 1278542
245 1 0 $a Exploring Taiwanese EFL students' responses to synchronous CMC: Effects on language use, learning and transfer, and perceptions.
300 $a 218 p.
500 $a Adviser: Diane Schallert.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2425.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 2006.
520 $a The present study aimed to contribute to an understanding of how synchronous Computer-Medicated Communication (SCMC) participated in the learning of EFL students at different academic achievement levels in terms of language use, what these students learned and transferred from the SCMC discussions to their subsequent essay and oral tasks they encountered, and how they responded to the SCMC-assisted instruction.
520 $a Data came from 50 seniors in an English language class in a university in the south of Taiwan. Seven online synchronous discussions were conducted using MSN Messenger during the 16-week semester. Following a brief in-class lecture from the teacher, students were randomly assigned to one of six groups and asked to discuss in English the theme of the week online for 35 minutes. They then were divided into two groups to fulfill individual tasks in 70 minutes, either to give and listen to 2-to-2.5-minute speeches or to write 200-to-250-word essays. Data sources were 42 discussion transcripts, 170 speeches, 168 essays, 43 45-item questionnaires, 13 interviews, and other documents such as the textbook, handouts, and my observation journal. The discussion transcripts were analyzed to answer the first research question using four dependent variables: the number of words, lexical richness, lexical density, and syntactic complexity. The discussion transcripts, speeches, and essays were examined and coded for evidence of transfer of ideas from online discussion to speech or essay. The questionnaires and interviews were analyzed to see how students responded to the instruction using SCMC.
520 $a Although no group or interaction effects were found, there was a discussion effect across the four dependent variables. Students transferred ideas in three dimensions: ideas from different origins (textbook, handouts, and online discussion itself); ideas at different levels (vocabulary, phrase, and opinion); and ideas used by different people (initiators, discussants, and borrowers). The questionnaires and interviews were coded and categorized in three features: emotional responses, motivations, and usefulness. Implication for future research and pedagogical practice are discussed.
590 $a School code: 0227.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Technology. $3 1017498
650 4 $a Education, Vocational. $3 1017499
690 $a 0525
690 $a 0710
690 $a 0747
710 2 $a The University of Texas at Austin. $b Foreign Language Education. $3 1057830
773 0 $t Dissertation Abstracts International $g 68-06A.
790 $a 0227
790 1 0 $a Schallert, Diane, $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3267861