Blog Post #10: More on Chatting; Wikis

http://llt.msu.edu/vol10num3/pdf/laizhao.pdf


This article again discusses the benefits of chatting tools in language learning classes to help students notice and correct errrors. The study in this article found that two aspects of chatting helped students self-notice: first, students have longer to process language production than in face-to-face conversations; second, students have a visual text that they can refer to.
As with any technology, there are pros and cons. In using chatting, level of familiarity with the chatting tool, and keyboarding skills, might interfere with language processing. Students might get frustrated with the time it takes for them to use the techonology, so this must be accounted for in activity design. However, overall, chatting seems to be a useful tool to help students notice errors, practice fixing them, and also help in learning how to negotiate meaning.


On Wikis:
I have some reflections based on our classroom activity in using wikis in groups to gather and present CALL tools to share with classmates. I am unfamiliar with using wikis, so this created an initial challenge. It can be frustrating to both figure out how to use a technology while at the same time using the technology to accomplish another task. A benefit in working in groups is that we could work together to figure out how wikis work and how to present our information. A con might be that the larger the group, the more difficult it is to communicate within the group, and to keep everyone on "the same page."
When using technology in my classroom, it will be important for me to remember the frustration I felt in not being familiar with the technology I was to use in order to accomplish a task. On top of this, my students will have the added complication of using a language they are still learning how to use. It will be important to allow students time to practice using a specific technology, be familiar with the technology myself to provide guidance as needed, and design tasks that allow students to focus primarily on language use- in other words, not let technology get in the way of communication. On the other hand, having students grapple with using technology can be another way for them to use their language skills...
Having said this, I think wikis could be a great way to get students to collaberate with one another in their L2. While it seems very useful for writing skills, as students can edit information that they post, it can also be used to promote speaking/conversation skills as students work together to create projects/compile information on the wikis.

Blog Post #9: Chatting

Pelletier, J. (2000). Negotiation in cyberspace: the role of chatting in the development of grammatical competence. In M. Warchauer and R. Kern (Eds.), Network-based language teaching: concepts and practice (pp. 59-86). New York: Cambridge.


I found this article interesting for the study it discussed. It was determined that online chatting has a role to play in helping language learners learn how to negotiate meaning. In fact, the author explains that it may be just as effective as oral interaction, which studies have shown to be very important in developing language skills. When students in the study used chatting to communicate, they did negotiate meaning through the use of clarification requests, echo questions, and simpley stating they did not understand their partners, among other ways of negotiating meaning. Within the context of the tasks, students did focus on form to convey their meaning. And, students corrected their forms in response to negotiations and feedback.
I am encouraged by the advantages that chatting has over face-to-face speaking interactions. First, students accepted chatting as a valid means of communication, and stated that it reduced their anxiety as well as increased their motivation to communicate. Second, there is more time for students to focus on form, and the visual aspect can help reinforce noticing and repairing techniques. Third, there are more opportunities for more students to participate in communication through chatting than during a face-to-face speaking activity in the classroom- different types of students might be more willing to "jump into" conversations using chatting.

This article has challenged me to find ways of including chatting activities into lesson plans.