A Case Study of Language Learners' Social Presence in Synchronous CMC

Autor/in	Ko, Chao-Jung
Titel	A Case Study of Language Learners' Social Presence in Synchronous CMC
Quelle	In: ReCALL, 24 (2012) 1, S.66-84 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
DOI	10.1017/S0958344011000292
Schlagwörter	Foreign Countries; Video Technology; Computer Mediated Communication; Novices; French; Audiovisual Aids; Student Journals; Educational Environment; Second Language Learning; Second Language Instruction; Teaching Methods; College Students; Student Attitudes; Computer Assisted Instruction; Synchronous Communication; Electronic Learning; Comparative Analysis; Case Studies; Interviews; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Computerkonferenz; Französisch; Audiovisuelles Medium; Studentenzeitung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Schülerverhalten; Computer based training; Computerunterstützter Unterricht; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik
Abstract	This study adopts a case study approach to investigate the impacts of synchronous computer-mediated communication (CMC) learning environments on learners' perception of social presence. The participants were twelve French as a foreign language (FFL) beginners in a Taiwanese university. Divided into three groups, they conducted some tasks in three different learning environments (video/audio, audio and face-to-face) during an academic semester. Before each oral task, all the participants had to conduct the same task in synchronous text chat. The participants' interview transcriptions, learning journals and the instructor's observation journal provided information about the impacts of each environment on their perception of social presence. The results of the study suggested that the differences in the environments are reflected in the learners' perception of social presence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10