Roed (2003)
As language teachers, we try our best to give students opportunities to speak out and to express their opinions in target language. And students are also clear about the best way of improving their proficiency is to practice speaking or writing the target language and to take the initiative to use the target language when given the opportunity. However, what is stopping them is their acute sense of self-awareness. This usually causes an unexpected silence or long-time pause in class because nobody wants to take the initiative. As a result, this kind of opportunity for students was reduced since teachers have to take the class efficiency into account. I think that is why we need a new approach with the computer assisting language learning, which brings the learners to a virtual environment.
In Roed’s research on text-based online communication, the most obvious benefit is that chatting online allows everyone to speak out without less anxiety about their accent and behavior in front of monitor; also no worries about being interrupted and judged by teachers and other classmates, so that students’ participation in online discussion is much greater than in face-to-face classes.
However, we are in a task-based chatting, which means there exists an invisible push behind the easy chatting. Therefore, we have some problems to face when working in a virtual environment. First, although the less-speech students act more actively, the extrovert students still play a dominant role in such an environment and they are likely to be more organized and clear about the task. Secondly, without a guide from teachers, students tend to be off the expected procedure easily, which requires the teachers to consider more in designing the task. Thirdly, it is more difficult to control students’ behavior when they get bored and anxious as long as they cannot get the answers or response from others immediately during the chatting. Last, how can students use their limited vocabulary to discuss with others and to work out the task? Also, it is impossible for teachers to correct their misusing language in forms and vocabulary.
A virtual environment in language learning is really a new word to most of us. It can encourage students to use target language, but in meantime, many problems appear. In my opinion, teachers should create more virtual environment instead of waiting for a lagging response in class, especially to the students who have few chances to open their mouth in class.
In Roed’s research on text-based online communication, the most obvious benefit is that chatting online allows everyone to speak out without less anxiety about their accent and behavior in front of monitor; also no worries about being interrupted and judged by teachers and other classmates, so that students’ participation in online discussion is much greater than in face-to-face classes.
However, we are in a task-based chatting, which means there exists an invisible push behind the easy chatting. Therefore, we have some problems to face when working in a virtual environment. First, although the less-speech students act more actively, the extrovert students still play a dominant role in such an environment and they are likely to be more organized and clear about the task. Secondly, without a guide from teachers, students tend to be off the expected procedure easily, which requires the teachers to consider more in designing the task. Thirdly, it is more difficult to control students’ behavior when they get bored and anxious as long as they cannot get the answers or response from others immediately during the chatting. Last, how can students use their limited vocabulary to discuss with others and to work out the task? Also, it is impossible for teachers to correct their misusing language in forms and vocabulary.
A virtual environment in language learning is really a new word to most of us. It can encourage students to use target language, but in meantime, many problems appear. In my opinion, teachers should create more virtual environment instead of waiting for a lagging response in class, especially to the students who have few chances to open their mouth in class.
I agree wtih you that although the shy students act more actively online, the extrovert students still play a dominant role in such an environment. Virtual world is a good way for the introvent students to speak up and they can talk freely because the teachers won't interrupt them. So that they won't feel as embarrassed as their language is corrected by the teacher face-to-face in the classroom. However it can't be a tool for them to avoid speaking English. Learning fluent English needs more practices in both oral and written text.
ReplyDeleteIn reality, it is impossible to let the students face their computers and chat for a whole lesson on a task because of the efficiency of teaching and learning. But I recommend students to chat online with teachers and classmates outside the classroom in the leisure time.
Shame on you !
ReplyDelete