An Activity Theory Exegesis on Conflict and Contradictions in Networked Discussions and Feedback Exchanges

Autor/in	Hadjistassou, Stella K.
Titel	An Activity Theory Exegesis on Conflict and Contradictions in Networked Discussions and Feedback Exchanges
Quelle	In: CALICO Journal, 29 (2012) 2, S.367-388 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Feedback (Response); Peer Evaluation; Foreign Students; Cultural Influences; Teacher Attitudes; Peer Relationship; Collaborative Writing; Writing Processes; Writing Strategies; Constructivism (Learning); Conflict; Second Language Learning; Second Language Instruction; Educational Technology; Computer Assisted Instruction; Computer Mediated Communication; Educational Theories; College Instruction; Instructional Effectiveness; Rhetoric; Discussion; Internet; English (Second Language); College Students; Discourse Analysis + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Lehrerverhalten; Peer-Beziehungen; Schreibtechnik; Konflikt; Zweitsprachenerwerb; Fremdsprachenunterricht; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Educational theory; Theory of education; Bildungstheorie; Hochschullehre; Unterrichtserfolg; Rhetorik; Diskussion; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Diskursanalyse
Abstract	The goal of this study was to investigate the culturally afforded contradictions that ten advanced English as a Second Language (ESL) learner encountered when they posted their paper topics and exchanged feedback strategies online and contextualized some of these strategies to draft their papers. Using Cultural-Historical Activity Theory (CHAT), and more precisely, the notion of contradictions, the students' paper topic postings and feedback exchanges were examined within the opposing historically and politically built values, salient cultural convictions, and life experiences in which they occurred (Leont'ev, 1981b; Engestrom, 1987, 2001, 2008). An examination of students' online postings, proffered feedback strategies, and rough drafts indicated that this activity was construed on three major contradictions: (1) instructor expectations for defining topics that student-authors perceived as salient; (2) the requirements for devising thought-provoking strategies to assist student-authors in drafting their papers that then contradicted student-reviewers' efforts to maintain friendly relationships with student-authors; and (3) reviewers' construction of challenging feedback strategies online to help authors with the drafting process that contradicted their efforts as authors to draft cogent arguments by strategically avoiding materializing some of their peers' suggestions, especially counterarguments. (Contains 3 tables and 1 note.) (As Provided).
Anmerkungen	Computer Assisted Language Instruction Consortium. 214 Centennial Hall, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-1417; Fax: 512-245-9089; e-mail: info@calico.org: Web site: http://calico.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10