Networked Interaction in Foreign Language Acquisition and Research Grant Agreement Number - 2008 – 4467 / 001 - 001 NIFLAR Guideline on how to conduct research on networked interaction Deliverable number 3.1 Dissemination level Public Delivery date 10 December 2010 Status Final Author(s) Rick de Graaff, Kristi Jauregi NIFLAR – 3.1: Guideline on how to conduct research on networked interaction Table of Contents 1. Aims ............................................................................................................................... 3 a. Aims and background of NIFLAR b. Aims of networked tasks for intercultural communicative competence c. Aims and target group of the guide 2. Research guideline for VWC / VW (3.1) a. developmental design-based research:............................................................. 8 i. description and evaluation of (blended) task design procedure b. quasi-experimental effect research: ..................................................................10 i. effects of VWC/VW tasks on language proficiency ii. effects of VWC/VW tasks on ICC iii. effects of VWC/VW tasks on motivation iv. differential effects of VWC and VW c. examples of NIFLAR-related research proposals ............................................. 15 d. appendix: ........................................................................................................... 19 i. research checklists NB: This research guideline may be combined with the Teacher guide (1.2/2.3/1.3/2.4). Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP -2- NIFLAR – 3.1: Guideline on how to conduct research on networked interaction 1. Aims a. Aims and background of NIFLAR The NIFLAR project aimed at studying the opportunities and effects of innovative e-learning environments for creating authentic and interactive contexts for foreign language learners and for (future) teachers. In this project, language learners, (future) teachers and researchers participated from five European countries. Target languages were Spanish, Portuguese, Dutch and Russian. Tasks were developed, implemented and evaluated for secondary and higher education at A2-B2 level, for video-web communication using Adobe Connect, and for virtual worlds using Second Life and Open Sim. Within the NIFLAR project, partners collaborate in the elaboration of teacher manuals for secondary and tertiary education on networked communication, interaction formats, task development, implementation and evaluation, intercultural awareness, and action research. b. Aims of networked tasks for intercultural communicative competence In a FL context there are far fewer opportunities to construct rich learning environments as compared to a natural L2 context: students have limited possibilities to get significant rich input (both linguistic and intercultural) and engage in meaningful interaction with native speakers. Communication processes and settings enhanced in FL classrooms are artificial. However, goal-oriented and realistic communication in authentic and challenging contexts between nonnative and native speakers is a necessary context for effective language use and development. In order to overcome the limitations of foreign language learning in classroom settings, networked tasks may provide opportunities for meaningful intercultural interaction between language learners and native speakers. The application of the tasks that are addressed in this teacher manual may support language teachers: − − − To cope with the limitations imposed by the FL context by expanding and enriching it, favouring authentic, contextualized interaction with peer native speakers. Authentic, contextualized interaction may be facilitated and enhanced twofold: 1) by video-web communication, for promoting authentic distant interaction; 2) by communication settings in a Virtual World, for promoting contextualized networked interaction. To improve FL teaching approaches by creating opportunities for students to engage in on-line meaningful interactions with peer native speakers according to the objectives set by relevant tasks which favour information exchange and intercultural awareness. To offer actual practice and hands-on experiences in online collaborative language learning activities and immersive environments and thus support competence development to address intercultural concerns and successful integration of so-called second-generation web technologies into language education. Furthermore, networked tasks may make FL teacher training more authentic, effective and innovative by: 1) encouraging pre-service teachers to engage in on-line peer-interactions on intercultural issues with their future target group; 2) analyze interactions within virtual environments; 3) reflect upon and be aware about the complexity of learning processes in order to learn to develop tools directed towards giving answers to potential difficulties. Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP -3- NIFLAR – 3.1: Guideline on how to conduct research on networked interaction This teacher manual facilitates the development, implementation and evaluation of blended learning tasks directed to enhance peer interaction in the TL. In order to reach this goal, formal face-to-face instruction with teacher and classmates is combined with two innovative e-environments: Video-web communication and Virtual Worlds. With this combination teachers may aim at making learning and teaching of FLs a more relevant, rewarding and attractive experience, which contributes to enhance motivation and to achieve higher level of intercultural communicative competence. c. Aims and target group of the research manual One of the opportunities to develop and enhance future language teachers’ competencies in the use of Computer Mediated Communication (CMC) for interactive and collaborative language learning is by having them actively participate in action research on the effects of CMC on intercultural communicative competence (ICC). In the NIFLAR project student teachers acquired competencies for action research on CMC for ICC by participating in task development, task completion and task evaluation, for video-web communication and virtual worlds. Action research took take place with respect to task effects on interaction, intercultural competence, language proficiency, motivation and added value of the CMC tools. Regarding research on networked interaction (WP 3.1) this manual contains guidelines for (student) teachers, focusing on designing and performing research related to task development and implementation for VWC and VW, and on the effects of task performance on language proficiency and intercultural communicative competence (ICC). This manual aims at supporting (future) language teachers who carry out action research on the task effects on communication, intercultural competence, language proficiency and added value of the ICT tools (3.1). This manual therefore particularly focuses on the action research agenda (future) language learners are engaged in, focusing on the rationale and effects of such action research for their own professional development process. 2. Research guideline for videowebcommunication (VWC) and virtual worlds (VW) a. developmental design-based research: i. description and evaluation of (blended) task design procedure b. quasi-experimental effect research: i. effects of VWC/VW tasks on language proficiency ii. effects of VWC/VW tasks on ICC iii. effects of VWC/VW tasks on motivation iv. differential effects of VWC and VW c. examples of NIFLAR related research proposals d. appendix NIFLAR research projects aim at contributing to the body of research in networked interaction and intercultural communicative competence and in so doing enhance reflexive, analytical and research skills of pre- and in-service teachers of FLs, and teacher trainers. Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP -4- NIFLAR – 3.1: Guideline on how to conduct research on networked interaction This deliverable contains a guideline on research methodology on how to plan, pilot and undertake research projects. According to research objectives quantitative/qualitative methodologies are described; data collection and analysis systems. Research is needed in order to know whether (and how) oral synchronous communication (with Video-web communication and Virtual Worlds) may assist SLA and how it may be implemented in foreign language curricula. Within SLA research, several studies have been conducted on asynchronous computer mediated communication aiming to show its relevance for furthering SLA (Chapelle, 2003; Warschauer 2000; Warschauer & Kern 2000). Recently synchronous communication through textual chat has been the focus of several studies (Lai & Zhao, 2006; Jepson, 2005; Pellettieri, 2000; Salaberry, 2000; Shekary & Tahririan, 2006; Smith, 2004; Tudini, 2003, 2007). However, studies analysing cross-cultural interactions making use of video web-communication are scarce (Wang, 2006; Jauregi & Bañados, 2008). As for Virtual Worlds, although there is some research available on text-based MultiUser Virtual Environments (MUVEs) (Koenraad & Goedemé, 2002; Shield, 2003; Kötter, 2006), the number of studies on language learner interactions in 3D Virtual Worlds is extremely limited (Svensson, 2003; Molka-Danielsen et all., 2007). Related to the NIFLAR aims research can be conducted within both communities of practices: video-web communication and virtual worlds. Research topics: 1. Role of networked synchronous interactive tools in furthering collaborative learning and intercultural awareness. Studies analysing cross-cultural interactions making use of video web-communication are scarce (Wang, 2006; Jauregi & Bañados,.2008) while studies on language learner interactions in 3D Virtual Worlds at secondary level are non-existent, to our knowledge. The first research line set within this project seeks to fill in this gap by studying whether and how online interaction through videoweb communication or Virtual Worlds can further communicative and intercultural competence in the TL − − − − − − Does virtual Interaction with native peers making use of video-web communication tools and Virtual Worlds enhance intercultural awareness? Are there differences according to the tool being used: video-web communication or virtual worlds? Which kinds of tasks / issues are best to enhance ICC for what specific purposes and under what circumstances? Can 3D Virtual Worlds be used for valid and reliable language assessments? For what specific purposes and under what circumstances? How do learners experience interaction through video-web communication or in virtual worlds? Do individual differences as measured by standardised questionnaires have an influence on performance in and appreciation of video-web communication or virtual worlds? In order to investigate these issues, interactive sessions in the TL should bee recorded, transcribed and analysed focussing on learning moments: language related episodes, negotiation of intercultural, pragmatic and formal meaning and standardised questionnaires have been developed in order to assess learners’ experience. 2. Another research line focuses on gaining a deeper understanding of processes developed in Virtual World settings as related to the video-web communication: Role of tasks in furthering FL acquisition and intercultural awareness in networked Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP -5- NIFLAR – 3.1: Guideline on how to conduct research on networked interaction communication, according to differences in typology and interactive setting: what are the specific and complementary advantages of video communication and virtual world settings for effective FL acquisition and intercultural/pragmatic awareness? 1. Research foci NIFLAR: 1.1. Main research focus: To investigate the added value of interaction with NSs through VWC &/or VW in the development of Intercultural Communicative Competence of participants (as compared to traditional settings). 1.2. To describe which aspects of ICC are developed in interaction with NSs through VWC &/or VW. 1.3. To study the role different conditions play in the development of ICC: • • • • • Role of tasks Role of technique: affordances of the environments, technique working properly or badly, VWC versus VW Role of individual issues (language learning proficiency level, ICC level, personal factors, willingness to communicate…) Role of pre-service / in-service teacher (+/- involvement) Degree of subjectivity being reached in interaction among speech partners Need to focus on task development and ICC development research in language teacher training In the departments of Modern Languages and the teacher training institutes involved in the NIFLAR project, very little attention is paid to research methodology on design-based or (quasi) experimental research. Many language teachers, as a consequence, have very little background in setting up, carrying out an evaluating research on task effectiveness and intercultural or linguistic proficiency of language learners. However, (future) language teachers need to possess basic research skills on task development and task effects, for the following reasons: 1. They should be able to systematically analyze and evaluate the potential effectiveness of tasks as offered for example in course books and online resources. 2. They should be able to adapt tasks to the needs and level of their language students. 3. They should be able to develop effective tasks themselves, based on task design principles and/or good practice examples. 4. They should be able to evaluate the effect of tasks on the language learning process of their students, related to relevant aspects of language proficiency and/or intercultural communicative competence. 5. They should be able to use the evaluation results in order to adapt, refine and redesign tasks, aiming at meeting best the needs of their students as a group and/or of individual students. Teacher competences 1, 2, 3 an 5 relate to a design-based approach to language teaching and language teaching research; teacher competence 4 relates to an experimental effect study approach to language teaching and language teaching research. As the aims of many Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP -6- NIFLAR – 3.1: Guideline on how to conduct research on networked interaction teacher education programmes point out, good teachers are reflective teachers, that is, are able to reflect on the effect of their own teaching role on their students’ learning activities and results. Building future teachers’ competence in reflecting on and evaluating the effects of their own teaching (such as the tasks they apply), is beneficial for their own teaching performance, and, as a consequence, for their students’ learning process. In NIFLAR, therefore, (pre-service) language teachers have been involved in task design, task evaluation and evaluation of ICC competence development of language learners. The present research guideline, which was developed and applied for pre-service teachers involved in the NIFLAR project, may serve as a basis for course materials in future courses on task-based ICC research for pre-service language teachers. It may also serve as a starting point for a reflection on the position of research methodology in bachelor’s and master’s programmes for future language teachers. Research on learning and educational settings is based on research methodology from social sciences (Educational science, Cognitive psychology). Therefore, a course syllabus for pre-service language teachers may focus on the following topics that are common in most methodology course syllabi in the social sciences: • Main research types (empirical-analytical; interpretative; design-based etc.) • The empirical cycle (observation-induction-deduction-assessment-evaluation) • Preparing a study: problem statement and hypothesis testing • Preparing a study: specifying method; addressing reliability and validity • Carrying out a study: data collecting (including task development and implementation) and data analysis • Reporting research. We refer our Dutch pre-service student teachers to: ‘t Hart, H., Boeije, H., & Hox, J. (Eds.) (2005). Onderzoeksmethoden [Research methods]. The Hague: Boom onderwijs. Oost, H. et al. (2002). Een onderzoek voorbereiden. [Preparing research]. Amersfoort: Thieme Meulenhoff. Oost, H. et al. (2002). Een onderzoek uitvoeren. [Carrying out research]. Amersfoort: Thieme Meulenhoff. Oost, H. et al. (2002). Een onderzoek rapporteren. [Reporting research]. Amersfoort: Thieme Meulenhoff. Oost, H. et al. (2002). Een onderzoek presenteren. [Presenting research]. Amersfoort: Thieme Meulenhoff. a. developmental design-based research: In order to design, implement and evaluate VWC/VW tasks for ICC, we recommend (student) teachers to take a developmental design-based approach. That is, to carry out an intervention study design cyclus, in which evaluation results are used for redesign and reimplementation. Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP -7- NIFLAR – 3.1: Guideline on how to conduct research on networked interaction Educational design research is defined as “the systematic study of designing, developing and evaluating educational interventions (such as programs, teaching-learning strategies and materials, products and systems) as solutions for complex problems in educational practice, which also aims at advancing our knowledge about the characteristics of these interventions and the processes of designing and developing them.” (T. Plomp (2009), Educational design research, an introduction. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 9-36). Enschede, the Netherlands: SLO.) The research process in design research encompasses educational design processes. It is – like all systematic educational and instructional design processes - therefore cyclical in character: analysis, design, evaluation and revision activities are iterated until a satisfying balance between ideals (‘the intended’) and realization has been achieved. Reeves (2006) depicts the stages in design research approach as follows: 1. Identify and analyse problems by researchers & practitioners in collaboration; 2. Development of prototype solutions: informed by state-of-art theory, existing design principals & technology innovations; 3. Iterative cycles of testing & refinement of solutions in practice; 4. Reflection to produce ‘design principles’ & enhance solution implementation in practice. Reeves, T.C. (2006). Design research from a technology perspective. In: Van den Akker, J., Gravemeijer, K, McKenney, S. & Nieveen, N. (Eds). (2006). Educational design research. London: Routledge, 52-66. Although within NIFLAR it was usually not feasible for (student) teachers to carry out iterative cycles of testing and refinement themselves, they could evaluate, refine and reapply tasks and task principles developed by other (student) teachers and NIFLAR researchers. As such, they could contribute to the growing body of knowledge on task development for ICC by VWC/VW, and on a growing set of tasks that were applied and evaluated in language teaching practice. The awareness raising tasks (see deliverable 1.2/2.3) were an essential component in both the design cycle for task development and the learning cycle for student teachers. Student teachers involved in NIFLAR have participated through online videoconferencing in guest lectures by Colpaert (June 2010) and by Hauck (September 2010), focusing on a design-oriented approach to VWC/VW task research. These lectures are available at www.niflar.eu: http://cms.hum.uu.nl/niflar/index.php/home-2/presentations.html Colpaert takes an educational engineering perspective, related to principles of educational design research discussed above. According to Colpaert it is not feasible to find clear proofs or hard evidence for generalizable effects of NIFLAR VWC/VW tasks on ICC or language proficiency, simple because there are too many uncontrolled variables. On the other hand, any well-documented task design, implementation and evaluation description is relevant evidence for success (or failure) is as well, in that specific context. Therefore, a focus on design-based and case-based descriptions is proposed. An educational engineering perspective allows for a well-structured construction and description of learning environment, learning process and related and learning outcome. Following Colpaert’s approach, we analyze, design, develop, implement and evaluate in an iterative process aiming at improving teaching and learning. Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP -8- NIFLAR – 3.1: Guideline on how to conduct research on networked interaction Source: Colpaert, videoconference lecture, 29 June 2010. As such, the design process and its consequences for teaching and learning becomes the focus of research. Data analysis can focus on a wide range of factors, such as learning results, resistance and acceptance, motivation and attitudes, content development, software development, hardware, project management, ... In other words, it provides insight into the design process and the entire learning environment, allowing for methodologically justified changes in an iterative procedure. Effects are the outcome of a wide range of related factors, and should be approached and reported as such. Further reading: J. Colpaert. “Elicitation of language learners’ personal goals as design concepts.” Innovation in Language Learning and Teaching. Taylor and Francis. In print. L. Cohen, L. Manion & K. Morrisson. Research Methods in Education. 2000. P. Reason & H. Bradbury. Handbook of Action Research. Participative Inquiry and Practice. 2001. Hauck (2010) points out that the role of the task designer and the actual process of task design remains unexploited in published research on (tele-collaborative) task-based language teaching (TBLT). She advocates that data collection and analysis calls for a broader sociocultural research paradigm: a more detailed description of the learners, settings and events in [CALL] contexts, and a better understanding of how exactly all of these factors interact and operate in real pedagogical contexts. We therefore propose our pre-service language teachers to take data triangulation perspective on design-oriented TBLT research, combining: • • • • • A detailed description of the educational design cycle Pre- and post-questionnaires Transcripts from VWC or VW recordings Learner and teacher portfolios (Semi)-structured interviews In order to do so, several qualitative research paradigms apply, such as Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP -9- NIFLAR – 3.1: Guideline on how to conduct research on networked interaction • • • Action research: “a systematic, iterative process of (1) identifying an issue, problem, or puzzle we wish to investigate in our own context; (2) thinking and planning an appropriate action to address that concern; (3) carrying out the action; (4) observing the apparent outcomes of the action; (5) reflecting on the outcomes and on other possibilities; and (6) repeating these steps again.” (Nunan & Bailey, 2009). Case study: “a ‘bounded instance’ […] whether those boundaries are physical (a certain school site, a child), or temporal, which is studied in context, focussing on observation, description, inference and interpretation, all important facts of ethnographic and practitioner research.” (Nunan & Bailey, 2009). Ethnography: investigating a small number of cases (or even just the one case) by working with unstructured data which have not been coded according to a predetermined set of analytic categories, taking the socio-cultural nature of teaching and learning languages into consideration and also taking account of the participants’ reflections and intentions. Hauck, Mirjam (2010). Telecollaboration: at the interface between multimodal and intercultural communicative competence. In: Guth, Sarah and Helm, Francesca (Eds.) Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21st Century. Telecollaboration in Education (1). Bern: Peter Lang, pp. 219–248. Nunan, D. & Bailey, K.M. (2009). Exploring second language classroom research. A comprehensive guide. Boston: Heinle. b. quasi-experimental effect research: NB: This part of the Research guideline is based on the outcome reported in deliverable 3.3 (Global research results). It is quite challenging to show effects of VWC/VW tasks within NIFLAR. We have aimed at developing and implementing tasks that promote: • • • language proficiency intercultural communicative competence motivation distinguishing VWC, VW and classroom contexts. IN the NIFLAR context, most treatments, that is, series of tasks, are rather limited (1 – 5 times 0.5 – 2 hours), and most tasks allow for many different types of interaction. Therefore, an (educational engineering) design based case-study approach, as explained in the previous section, can be a valid and informative way to address designing, teaching, leaning and interaction issues. On the other hand, the data collected in many parallel and consecutive task-based experiments in the NIFLAR project also allow a more quantitative approach, aiming proving positive effects of VWC/VW tasks on language proficiency, intercultural communicative competence and willingness to communicate. A first step for in-service language teachers to set up and carry out (quasi-) experimental and case-study research themselves, is critically reading and evaluating related research publications. We recommend, among others: Brown, J.D. (1988). Understanding research in second language learning. Cambridge University Press. Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 10 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction Porte, G.K. (2002). Appraising research in second language learning; a practical approach to critical analysis of quantitative research. Amsterdam: John Benjamins. Related to the research questions addressed, different types of semi-experimental and case studies can be conducted. The most relevant ones for NIFLAR are addressed below. Studying ICC development in general terms a) Comparing interaction sessions (session 1 & last session): focus on IC/linguistic growth: X____________X_____________X_____________X____________X Session 1 Session 5 For research validity interactions to be compared should be similar in terms of task format, content and quantity of interlocutors engaged in conversation. In order to be able to detect growth sessions should be planned carefully: students should have one session per week and should participate in as much sessions as possible (5 better than 3). We shouldn’t expect to be able to detect relevant growth in three sessions. Questionnaires, interviews / reflections could be used as additional information sources. b) Comparing values of pre-test (before interaction begins) with post-tests (after conclusion of last interaction session) Pre-test X___________X____________X_____________X____________X Post-test Pre- & post-tests should be similar in terms of format, content, speech acts being enacted and at the right competence level (use CEFR). We could be using oral tasks (to measure communicative competence) + questionnaires (to elicit specific intercultural / pragmatic elements). How to know whether this growth is due to NIFLAR sessions or to the general language course students follow? By comparing groups in different conditions: • • • Control group: does not participate in NIFLAR and follows regular teaching Experimental group 1: participates in VWC sessions Experimental group 2: participates in VW sessions (only for Spanish) The question is whether we can compare small groups of participants as it is the case by Russian, and Portuguese. And the answer is “yes, we can”. It is indeed possible to compare conditions with a small quantity of subjects in the form of a case study. When discussing the results we should make clear that these are not generalizable to other cohorts and that more research is needed. However, since within NIFLAR different students at different levels and target languages are participating in the interaction sessions, we could use all the results in an attempt to give a substantial answer to the Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 11 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction question about the added value of VWC/VW as facilitating tools of native non-native speaker interaction. If growth is detected in experimental groups how to know what this growth is due to? By resorting to the analysis of different data sources: Interaction data: a) b) c) d) How do interlocutors negotiate IC content according to the task being carried out? What roles do speech partners have in interaction? • How involved/passive are speech partners? • How balanced / unbalanced is individual contribution to the interaction? • Is any of the speaker controlling the interaction in terms of quantity of production, topic initiation and change or questions being asked? What language and culture related episodes are generated during the sessions? (quantity and quality) Analysis of the native speaker input FLLs get (pragmatic aspects present in NS output) Subjective data: Questionnaires, interviews, reflections (in blogs, diaries): related to questions: what have you learned? Will be used for additional information. Data sources: o Recoded interactions o Reflection participants in blogs or diaries o Analysis reports (pre-service teachers) o Presentations participants o Pre-tests & post-tests (to measure growth) o Pre-questionnaires & post-questionnaires o Teachers’ reports o Interviews Data analysis In order to measure communicative growth analyse: • • (recorded) pre- & post-tests (recorded) interactions first & last session following the description levels of the ECFR & according to the following categories a) b) c) d) Range Fluency Accuracy Topic development Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 12 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction e) Coherence by applying in each case a 10 point scale system. This will allow us to rate the overall performance in each case and measure possible growth by applying statistical analysis. In order for the pre-service teachers to perform rating similarly, in other words, to establish inter-rater reliability, a training was organised, where different researchers and pre-service teachers listened to short samples of interaction, valued them per category applying a 10 point scale system and discussed results. • On the other hand, subjective information sources on learning (questionnaires / interviews / reflection documents) have been used to revalidate findings If growth is detected in experimental groups how to know what this growth is due to? Analyse Interaction data: a) How do interlocutors negotiate IC content according to the task being carried out? b) What roles do speech partners have in interaction? • How involved/passive are speech partners? • How balanced / unbalanced is individual contribution to the interaction? • Is any of the speaker controlling the interaction in terms of quantity of production, topic initiation and change or questions being asked? c) Which language and culture related episodes are generated during the sessions? (quantity and quality) Several scholars have advocated the use of a critical events approach, focusing on key situations to arouse cognitive conflicts in internet-mediated foreign language exchanges. This can be done at the level of negotiation both for linguistic meaning and for intercultural understanding. Such situations or instances can be described as Language-related episodes (LRE) and Culture-related episodes (CRE). In their presentation at EuroCALL 2009 in Gandia (Spain), Ciekanski and Chanier promote cognitive conflict and misunderstanding as an opportunity for learning, and, therefore, as an focus for research. They claim that, probably more so than in any other kind of communication, language learners interacting with native speakers are exposed to rules of interaction they do not master. Therefore, they claim, learners may be able to improve their ICC according to the way they cope with critical events. Hopkins, too, at EuroCALL 2009, addresses the importance of analyzing multimodal discourse in VWC/VW, focusing on critical events, in order to identify instances of interaction viewed as beneficial to second language acquisition. This might relate not only to language-related episodes, such as negotiation of meaning, negative feedback and scaffolding, but also to culture-related episodes. Language related episodes (LRE) (negotiations where linguistic learning is taking place). LREs are mini-dialogues, in which learners ask or talk about language, or explicitly or implicitly question their own language use or that of others (Swain & Lapkin, 1998). In general, an LRE starts with the identification of Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 13 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction a language problem (I) and ends with a resolution (R; RR) (see Shekary & Tahririan, 2006). Culture related episodes (negotiations where cultural learning is taking place). Select and analyse those fragments where speech partners show Byram’s (1997) five savoirs: Attitudes: curiosity and openness, readiness to suspend disbelief about other cultures and belief about one’s own. Knowledge of social groups and their products and practices in one’s own and one’s interlocutor’s country, and of the general processes of societal and individual interaction. Skills of interpreting and relating: ability to interpret a document or event from another culture, to explain it and relate it to documents from one’s own. Skills of discovery and interaction: ability to acquire new knowledge of a culture and cultural practices and the ability to operate knowledge, attitudes and skills under the constraints of real-time communication and interaction. Critical cultural awareness/ political education: an ability to evaluate critically and on the basis of explicit criteria perspectives, practices and products in one’s own and other cultures and countries. Related to Byram’s interaction skills we may include an analysis of a selection of Müller-Jacquier’s categories of intercultural pragmatics (2003): o Social meaning o Speech acts o Organization of conversation: (turn taking o Choice & development of topics o Directness / indirectness o Politeness strategies o Register o Para-verbal factors o Non-verbal means of expression o Culture specific values / attitudes o Culture specific behavior Conclusion In NIFLAR, (pre-service) language teachers have been involved in task design, task evaluation and evaluation of ICC competence development of language learners. The present research guideline, which was developed and applied for pre-service teachers involved in the NIFLAR project, may serve as a basis for course materials in future courses on task-based ICC research for pre-service language teachers. It may also serve as a starting point for a reflection on the position of research methodology in bachelor’s and master’s programmes for future language teachers. c. examples of NIFLAR-related research proposals researcher / research team Revenga García, Gómez Molina De Graaff, Koenraad Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 14 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction master students and/or student teachers involved in the research team? If not, why not? other NIFLAR partners involved in the study research question Revenga García is a pre-service teacher at Valencia University. This study is part of her Master’s thesis Comenius College, Hilversum Institut Clot de Moro, Sagunt, Valencia How do secondary students value their participation in OpenSim virtual world sessions for ICC? research methodology Analysis and comparison of pre and post questionnaires How does this research question relate to the main NIFLAR research aims? How does this proposal fit within the NIFLAR research methodology? If not, why? What data needed? - participants - level - task - … It seeks to explore the added value of 3D virtual worlds to enhance ICC in secondary education. Attempts to address the appreciation of the added value. Questionnaires All Dutch and Spanish participants in 3 Spanish and 3 English tandem sessions in OpenSim, at level A2 dataset available? Completed pre- and post-Questionnaires analysis instruments needed Descriptive statistics Analysis instruments available? Planning of the study November-December 2010 Type of publication: - article (journal?) - conference paper - book chapter - … Will be included in Master’s thesis, 2011. researcher / research team José Ramón Gómez Molina research question Do NIFLAR sessions contribute to enhance technical skills, teacher training and motivation of pre-service teachers? research methodology Analysis and comparison of pre- and post-questionnaires How doe this research question relate to the main It seeks to explore the added value in both virtual environments in teacher training Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 15 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction NIFLAR research aims? How does this proposal fit within the NIFLAR research methodology? If not, why? What data needed? - participants - level - task - … Attemps to address the added value Pre & Postquestionnaires of pre-service teachers dataset available? Pre & Postquestionnaires of pre-service teachers Planning of the study October-november Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 16 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction researcher / research team Jauregi master students and/or student teachers involved in the research team? If not, why not? other NIFLAR partners involved in the study ?? research question research methodology How doe this research question relate to the main NIFLAR research aims? How does this proposal fit within the NIFLAR research methodology? If not, why? What data needed? - participants - level - task - … dataset available? What learning opportunities do emerge in interaction sessions with native speakers through video-web communication or Second Life? Case study. In depth analysis of different issues contributing to enhance learning: negotiation of production, negotiation of comprehension, negotiation of culture and compare it with the interaction on the same task FLls carry out in the traditional classroom . It seeks to explore the added value of video-web communication and or second Life to enhance communicative competence. Attempts to address the added value. Recordings of tasks of experimental and control group Recordings analysis instruments needed Analysis instruments available? Planning of the study December should hopefully be ready Type of publication: - article (journal?) - conference paper - book chapter - … Hopefully publication. Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 17 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction researcher / research team Silvia, Kristi master students and/or student teachers involved in the research team? If not, why not? other NIFLAR partners involved in the study To be confirmed research question SL experimental group vs. control group: have the Niflar sessions contributed to students’ learning experiences? research methodology Analysis and comparison of pre- and post- tests and pre-, midand post- questionnaires In depth analysis and comparison of tasks 1 and 5 How doe this research question relate to the main NIFLAR research aims? How does this proposal fit within the NIFLAR research methodology? If not, why? What data needed? - participants - level - task - … It seeks to explore the added value of virtual worlds in the participants’ learning experiences as opposed to traditional settings dataset available? José Ramón Attempts to address the added value. Comparing pre-and post-tests and first and last interaction sessions Pre- and post-tests Pre- and post-questionnaires Session recordings yes analysis instruments needed Analysis instruments available? Planning of the study December 2010 Type of publication: - article (journal?) - conference paper - book chapter - … Aimed at potential publications Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 18 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction d. appendix: student teacher Research checklist Example from the UU Master course Language Education Manual written assignment Language Education As part of the Language Education course you prepare a final Group assignment, consisting of a concise presentation and a written report. This manual addresses the assessment criteria for the presentation and the report. It also provides some guidelines for your group process and the final product. It also contains a checklist for feedback and assessment for presentations and reports. Written assignment Aim of the report By means of the written report students show: • they can design language tasks for intercultural communicative competence based on TBLT and ICC theory • they can specifcy these tasks for the CEFR level of the target group language learners • They can evaluate the tasks with respect to: • o feasibility o effect on interaction o effect on language proficiency o role of the teacher and native speaker interlocutor o preconditions and added value of the VWC or VW environment being used. They can relate their evaluation results to theory on TBLT and ICC. Report outline: The report contains the following parts. For each of the chapter 1 – 5 one of the students is responsible; the chapters are written in the target language of the respective students. 0. Introduction: a. What research questions will be addressed in the report? b. Which sources from TBLT and ICC theory have been used for your problem statement? c. How will your research questions be answered? What methodology will be used? Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 19 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction 1. Tasks a. Which tasks have been developed? Describe the tasks by means of the task design grid. b. Do the tasks meet the requirements for effective tasks? Evaluate the tasks by means of the task evaluation grid. Provide evidence for the issues you address in your evaluation. 2. Teacher roles (specific focus depends on your research questions) a. Creating authentic communicative input b. Facilitating processing for meaning c. Facilitating interaction d. Facilitating intercultural understanding e. Facilitating correct / adequate language use f. Facilitating the use of communication strategies g. Providing feedback on a – f. 3. Language leaner roles (specific focus depends on your research questions) Assess one of the language learners with respect to: a. range, accuracy, fluency, interaction, coherence, and/or appropriateness (see assessment grid interaction sessions); b. intercultural understanding. c. Relate your assessment to the task specifications 4. Role and effects of video-web communication environment (specific focus depends on your research questions) a. What has been the affordance of the environment for the task effects? b. What was the added value of the environment for promoting effective interaction? c. What were the constraints of the environment that affected interaction? d. What has been done to best promote the added value and best avoid the constraints? 5. Discussion Provide suggestions for task improvement and implementation, related to your own research questions: “If you want to apply task X in environment Y in order to meet goal Z, then XYZ can best be organized as follows, taking into account variables ABC.” 6. Conclusions Provide a summary of the answers to your research questions, and suggestions for further research. Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 20 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction 7. Sources Systematically list your bibliographical references. For an APA style sheer, see: http://www.apastyle.org/apa-style-help.aspx http://flash1r.apa.org/apastyle/basics/index.htm. 8. Appendices Provide the completed task design and task evaluation grids, and any other information relevtn for the assessment of your report. Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 21 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction Assessment form for written assignments on NIFLAR tasks Language Education Educational Master course – fail; 0 pass; + ecellent 1. Content 0. introduction: • Specification of research question • relevance of sources used • justification of method proposed 1. tasks: • adequate task description • justification of task evaluation analysis and evaluation: • 2. teacher roles • 3. learner roles • 4. role and effects of video-web communication environment 5. discussion: • relevant suggestions for improvement 6. conclusion: • relationship with research questions • justification related to theory discussed 7, 8. sources and appendices: • relevance of references • consistence of references (format) • originality of references • all task descriptions in appendix 2. 0 + – 0 + – 0 + – 0 + – 0 + – 0 + – – 0 0 + + – – – – – 0 0 0 0 0 + + + + + Structure and justification Effective focus and report structure (chapters) Jstification of task division (for group assignment) 3. – Language use and presentation Appropriate style for target audience Spelling and grammar Lay-out Lenght Adequate target language terminology Total result Strongest point: To be improved: Final result: Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 22 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction Manual written assignment Language Education (original text, in Dutch) Voor de cursus Language Education bereid je in groepjes een eindopdracht voor, die bestaat uit een beknopte presentatie en een schriftelijk verslag. In deze handleiding staat uitgewerkt waaraan de presentatie en het verslag dienen te voldoen, inclusief een aantal adviezen voor werkwijze en resultaat. Daarnaast bevat de handleiding een feedback- en beoordelingschecklist voor de presentaties en de verslagen. Schriftelijk verslag Doel van het verslag Met het verslag tonen de studenten aan dat ze: • op een wetenschappelijk inzichtelijke en onderbouwde manier taaltaken kunnen ontwikkelen voor interculturele communicatieve competentie; • deze taken kunnen specificeren voor het beoogde ERK-taalvaardigheidsniveau van de taallleerders; • de taken kunnen evalueren op: • o haalbaarheid van de uitvoering, o effect op de interactie, o effect op het taalverwervingsproces, o rol van de docent, o de randvoorwaarden en meerwaarde van de gebruikte video-web communicatieomgeving; deze evaluatie kunnen onderbouwen met inzichten uit relevante wetenschappelijke bronnen Opzet van het verslag: Het verslag bestaat uit onderstaande onderdelen. Voor ieder van de hoofdstukken 1 t/m 5 is een student verantwoordelijk; het hoofdstuk is geschreven in de betreffende taal van studie. 0. Inleiding: a. welke onderzoeksvragen ga je in het verslag beantwoorden? b. welke wetenschappelijke bronnen heb je gebruikt om deze vragen te formuleren? c. op welke manier ga je deze onderzoeksvragen beantwoorden? 1. Taken Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 23 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction a. welke taken heb je ontwikkeld? Beschrijf de taken met behulp van het task design grid. b. waarom zijn dit goede taken? Evalueer een of meer taken met behulp van het task evaluation grid. Motiveer en onderbouw de gegeven evaluatie. 2. Docentrollen (focus is afhankelijk van de eigen onderzoeksvragen) welke rollen hebben jullie als docenten gespeeld m.b.t.: a. het creëren van authentiek communicatief taalaanbod b. het stimuleren van taalbegrip c. het stimuleren van interactie d. het stimuleren van intercultureel bewustzijn e. het stimuleren van correct en/of adequaat taalgebruik f. het stimuleren van taalleerstrategieën g. het geven van feedback bij bovengenoemde punten 3. Studentrollen (focus is afhankelijk van de eigen onderzoeksvragen) hoe evalueer je een of meer studenten m.b.t.: a. range, accuracy, fluency, interaction, coherence, en/of appropriateness (zie assessment grid interaction sessions); b. interculturele bijdrage en/of intercultureel bewustzijn. c. hoe verklaar je deze beoordeling op grond van de uitgevoerde taken? 4. Rol en effectiviteit van de video-webcommunicatieomgeving (focus is afhankelijk van de eigen onderzoeksvragen) a. hoe heeft de omgeving bijgedragen aan het effect van de taaltaken? b. wat was de meerwaarde van de omgeving voor het realiseren van effectieve interactie? c. wat waren de beperkingen van de omgeving voor het realiseren van effectieve interactie? d. hoe is de meerwaarde zo veel mogelijk benut en zijn de beperkingen zo veel mogelijk voorkomen? 5. Discussie adviezen voor verbetering van taken en interactie, geformuleerd aan collega-docenten (“Als je taaltaak X via omgeving Y wilt inzetten voor het bereiken van leerdoel Z, dan kun je XYZ het beste als volgt organiseren, en dien je rekening te houden met ABC.”). Focus hierbij vooral op de eigen onderzoeksvragen. 6. Conclusies samenvattende beantwoording van de onderzoeksvragen uit hoofdstuk 0, en suggesties voor vervolgonderzoek. Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 24 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction 7. Bronnen Geef een systematisch overzicht van geraadpleegde bronnen. Gebruikelijk is het om in ons vakgebied de APA Style te hanteren. Zie http://www.apastyle.org/apa-style-help.aspx http://flash1r.apa.org/apastyle/basics/index.htm. 8. Bijlagen Neem de ingevulde task design en task evaluation grids, en andere stukken die relevant zijn voor de beoordeling, op in de bijlage, plaats ze in de SURFgroepen met een verwijzing in het verslag. Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 25 - NIFLAR – 3.1: Guideline on how to conduct research on networked interaction Assessment form written assignments on NIFLAR tasks cursus Language Education Educatieve Master, i.s.m. IVLOS invulinstructies: z.o.z. 4. – onvoldoende; 0 voldoende; + goed Inhoud 0. inleiding: • • • helderheid en afbakening onderzoeksvraag relevantie van gebruikte bronnen verantwoording van gebruikte methode – 0 + – 0 + – 0 + – – 0 0 + + – – – – – 0 0 0 0 0 + + + + + 1. taken: • adequate beschrijving van de taken • onderbouwde evaluatie van de taken analyse en evaluatie: • 2. docentrollen • 3. studentrollen • 4. rol en effectiviteit van video-web communicatieomgeving 5. discussie: • zinvolle en overtuigende verbetersuggesties 6. conclusie: • relatie met de onderzoeksvragen • onderbouwing en argumentatie mbv besproken theorie 7, 8. bronnen en bijlagen: • relevantie van bronvermelding en (internet)referenties • consistentie van bronvermelding en (internet)referenties (format) • originaliteit van bronvermelding en (internet)referenties • beschikbaarheid van relevante bijlagen 5. Structuur en verantwoording doelgerichte opbouw en hoofdstukindeling taakverdeling en verantwoording (bij groepsopdracht) 6. Vorm en presentatie doelgroepgerichte stijl verzorging: spelling en grammatica verzorging: lay-out omvang juiste taalspecifieke terminologie/woordgebruik Totaal sterkste punt: verbeterpunten: globaal eindoordeel: Project number – 143472-LLP-1-2008-1-NL-KA2-KA2MP - 26 -
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