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Online Communication in Language Learning and Teaching

By Marie-Noëlle Lamy and Regine Hampel

Chapter 5 ‘Online Teaching’

Based on Lamy and Hampel (2007) collaborative learning offers a great possibility to use online media in learning. In using online media the role of teacher is changing, teacher is seen as facilitator, a role that Richards and Rodgers (2001) mention that teacher should assist the students as the demands come up, by interacting, teaching, refocusing, questioning, clarifying, supporting, expanding, celebrating and empathising.

Besides, it is necessary to the teacher to identify the important differences and similarities between face-to-face and online learning and teaching contexts, and the strategies and techniques to provide online learning and assist students employ the advantages in relation to both independent and collaborative learning. Teacher can use seven skill levels ‘pyramid model’ from Hampel and Stickler (2005) in order to build gradual competences as an online tutor.

Online Communication in Language Learning and Teaching

By Marie-Noëlle Lamy and Regine Hampel

Chapter 1 ‘Historical Background’

Computer-mediated communication language learning  (CMCL) come out in the mid-1990s, when institutions began to providean asynchronous text-based networking opportunities to their students. There has since been a gradual deployment of computer tools for synchronous communication, latterly including voice-based Internet telephony, across the different sectors of language education in developed countries, in distance as well as in co-located settings. The changes in CMCL can be interrelated and others independent of each other.

Unpacking the Value of Writing: Exploring College Students’ Perceptions of Writing

By Sharon Zumbrunn, Yvette M. Carter, and Sarah Conklin

Expectancy-value theory (EVT), a well-established perspective on student motivation suggests that the value students place on academic tasks often predicts engagement in such activities. It is necessary that instructors should consider students’ perceptions of the characteristics that contribute to valuable writing tasks, because there is the power of the student value beliefs in determining learning achievement. With a better understanding of student writing value, instructors may be better equipped to convey the importance of academic writing, and better capable of guiding the academic writing tasks.

Students and the Teacher’s Perceptions on Incorporating the Blog Task and Peer Feedback into EFL Writing Classes Through Blogs

By Hsin-Yi Cyndi Huan

Blogs have been investigated in several studies as a motivating and effective tool  for developing writing skills in the target language because it provides  an authentic environment to communicate with each other through writing. Blogs not only facilitate the exchange of ideas and self-reflection, but also enable students to provide feedback on their peers’ work, which create a more relaxed, student-centered, and self-paced reading and writing target language environment.

In this feedback, students can exchange ideas, negotiate for meaning, and respond questions. Regardless of the benefits of peer feedback, many EFL writing teachers do not use it because they believe peer feedback is time-consuming and ineffective. This is because

pre-training consumes a great deal amount of time and

teachers need to take time to persuade students about the value of peer feedback.

Second Language Writing

Chapter 1 ‘Writing and Teaching Writing’

By Ken Hyland

The disposition about writing skill implies sense of interactional and social, also personal and individual, so, teaching writing is not merely about cognitive or technical abilities or system of rules.  In order to create effective texts, there are at least five kinds of knowledge that should be recognized in teaching writing.

Content knowledge (the ideas and concepts in the topic area the text will address)

System knowledge (the syntax, lexis, and appropriate formal conventions)

Process knowledge (how to prepare and carry out a writing task)

Genre knowledge (communicative purposes of the genre and its value in particular contexts)

Context knowledge – (readers’ expectations, cultural preferences, and related texts)

Critical Thinking in Gifted Children’s Offline and Online Peer Feedback

By Myriah T. Miller & Jill Olthouse 

The purpose of the study is to compare and contrast use of critical thinking in two situations: while giving peer feedback using a structured paper guide and while giving peer feedback using online social commenting. The media for online data is Storybird and Kidblog as while the peer rubric critiques for the fiction stories were categorized as offline data.

Peer Feedback Practice in EFL Tertiary Writing Classes

By Ha Thi Nguyen

In 1979,  Flavell defined metacognition as the human ability to reflect on one’s knowledge and control one’s knowledge and thinking. Researchers have tried to simplify this notion as “understanding and control of cognitive processes” or “thinking about thinking”. An awareness of metacognition in language teaching and learning generally and in English writing skills particularly will contribute significantly to students’ language acquisition. An appropriate peer feedback approach in EFL writing classes will stimulate the learners’ metacognitive awareness and skills.