NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ853129
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0015-718X
Scaffolding Collaborative Exchanges between Expert and Novice Language Teachers in Threaded Discussions
Lee, Lina
Foreign Language Annals, v42 n2 p212-228 Sum 2009
This article presents a two-semester study that examines the effectiveness of threaded discussions for foreign language teaching methods courses. In particular, this study focuses on how students view the role of asynchronous computer-mediated communication in the development of language pedagogy through an exchange with expert teachers from secondary schools. The author gathered data from 32 students who participated in weekly discussion boards, wrote monthly reflective logs, filled out surveys, and joined group interviews. The findings demonstrated that online discussions promoted scaffolding by which expert teachers assisted students in creating reflective messages. In addition, threaded discussions fostered learners' autonomy and accountability while supporting collaborative learning through social interaction. The study suggests three essential ingredients to maximize the potential benefits of discussion board for language teacher training: (1) use of carefully designed tasks that engage critical thinking, (2) scaffolding strategies for monitoring group discussions, and (3) inclusion of online etiquette to avoid confusion and reduce personal conflicts.
John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/journal/121504029/home?CRETRY=1&SRETRY=0
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A