Students' Perceptions and Learning Outcomes of Online Writing Using Discussion Boards

Autor/in	Nielsen, Brian
Titel	Students' Perceptions and Learning Outcomes of Online Writing Using Discussion Boards
Quelle	In: JALT CALL Journal, 9 (2013) 2, S.131-147 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-4215
Schlagwörter	Asynchronous Communication; Computer Mediated Communication; English (Second Language); Second Language Instruction; Group Discussion; Student Participation; Student Attitudes; Student Surveys; Program Effectiveness; Foreign Countries; Blended Learning; College Students; Case Studies; Mixed Methods Research; Questionnaires; Likert Scales; Accuracy; Language Proficiency; Japan + Suchen Sie Ihr Suchwort? Computerkonferenz; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Gruppendiskussion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Schülerbefragung; Ausland; Collegestudent; Case study; Fallstudie; Case Study; Fragebogen; Likert-Skala; Language skill; Language skills; Sprachkompetenz
Abstract	This study explores asynchronous online discussions as a learning strategy for Japanese EFL students from various perspectives. A text analysis of learner posts and replies was performed to determine the quantity, quality, and accuracy of the written language produced. Student participation rates during all four online exchanges were measured to determine the influence that teacher participation within forum discussions had on the quantity and quality of learner posts and replies. Student feedback to a survey was examined to identify the degree to which students thought learning was enhanced through this learning experience and what factors contributed to these perceptions. Findings indicated that although there was a marked decline in the quality and quantity of written language produced, levels of participation and interactivity increased. Teacher participation in the online environment was shown to have less effect on student participation and interaction than did the number of students replying to posts. While the discussion board was perceived favorably by the majority of Japanese EFL students, motivation was influenced by perceptions of inadequacy regarding computer-based skills, by workload, and by cultural unfamiliarity with the constructivist approach to learning inherent in online discussions. (As Provided).
Anmerkungen	JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: http://journal.jaltcall.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01