Effective moderation in asynchronous discussion forums in online language classrooms
This study investigates the effectiveness of different online language teaching practices by comparing participation of four groups of learners and teachers in two tasks in asynchronous discussion forums. The tasks are carried out in the context of an online English as a Foreign Language (EFL) B2 co...
| Autor: | |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:235445 |
| Acceso en línea: | https://ddd.uab.cat/record/235445 https://dx.doi.org/urn:doi:10.5565/rev/jtl3.898 |
| Access Level: | acceso abierto |
| Palabra clave: | Online language learning Learner participation Discussion forums Participation Task type Completion rate Aprenentatge d'idiomes en línia Fòrums de debat Participació Tasca Índex de finalització Aprendizaje de idiomas en línea Foros de debate Participación Tarea Índice de finalización Apprentissage des langues en ligne Forums de discussion Tâche Taux d'achèvement |
| Sumario: | This study investigates the effectiveness of different online language teaching practices by comparing participation of four groups of learners and teachers in two tasks in asynchronous discussion forums. The tasks are carried out in the context of an online English as a Foreign Language (EFL) B2 course at a Catalan university. Teacher posts to the forums are analysed qualitatively with the aim of identifying different types of teacher posts; we then run inferential statistics to compare student participation data in classrooms with different course completion rates and in two types of task. Findings indicate that when teachers participate in forum discussions as peers and ask questions that generate discussion, they are more likely to encourage learners to participate, a pattern that seems to emerge more clearly in classrooms with higher course completion rates. |
|---|