Schedule: 2009-09-12 (12:45 - 13:30)
Parallel Session 2 (Room A-31)

Title: E-interaction and e-moderation: Issues and models of foreign language computer-mediated communication
Authors: Doris Dippold
Abstract: This paper has two aims: Firstly, it presents the results of an action research project on computer-mediated communication in German via a discussion forum and secondly, it discusses current models of foreign language e-literacy and CMC.
The first two research questions are as follows:
1. What levels of cognitive engagement do learners’ messages display?
2. How do learners express interactional and interpersonal meaning?
Using the results of sociolinguistic/pragmatic analysis of the discussions, the project also aims to answer research questions related to the pedagogy of computer-mediated communication:
3. What are the nature and extent of problems with computer-mediated communication in discussion forums experienced by L2 learners of German?
4. Does explicit teaching of CMC skills lead to higher quality CMC?
5. What lessons can be learned for the pedagogical implementation of CMC technologies into language teaching?
The rationale for this research springs from the insight that, although there is an abundance of pedagogical guidance available relating to asynchronous computer-mediated communication (e.g. Salmon 2004; Hampel & Stickler 2005), little is known about why some learners are successful in communicating online (in terms of interacting with others and in engaging with subject material) while others are not. Moreover, little analysis has been done so far on how learners’ individual ease or problem in engaging in online discussions actually translates into the shape and form of messages on the screen.
Data were collected in a small German language class for Management students (level approx. CEF A2/B1), for which students engaged in one discussion forum each week on issues relating to topics covered in class. Drawing on coding schemes by Fung (2004), Beuchot & Bullen (2005) and Gilbert & Dabbagh (2005), the cognitive, interactional and interpersonal content of students’ messages was compared and these results related to interviews conducted with the students.
Preliminary results suggest that it was not only learners’ interest in the topic and the double mediation (through both the tool of writing and the foreign language) which played a role for the levels of cognitive engagement and the interactional and interpersonal meaning learners were able to display in their messages. Rather, learners also expressed confusion about the genre of writing they were asked to engage in and the specific affordances of a discussion forum in educational settings. For example, they were not clear about the kind of language required from them (levels of accuracy, spoken vs. written language). Moreover, they also perceived CMC genres generally as allowing for fleetingness in terms of accuracy and less seriousness in the argument.
Based on these results, I will argue that, in addition to thinking about the skills of the teacher and e-moderator and good pedagogical practice of moderating discussion forums, we also need to consider what e-interaction skills learners require when engaging in CMC tools such as discussion forums. In doing so, I will discuss the validity of various existing models of CMC competence and e-literacy (e.g. Harrington & Levy 2001; Spitzberg 2006; Kern 2000).
Keywords: Computer-mediated communication, discussion orums, CMC competence, e-moderating, e-interaction

Main topic: Computer Mediated Communication (CMC)

Biodata: Doris Dippold holds a PhD in Applied Linguistics from the University of Southampton. She is currently working as Lecturer in German at the University of Surrey. Her research interests are computer-assisted language learning and foreign language computer-mediated communication, and the management of rapport in professional and intercultural settings.
Type of presentation Paper presentation

Paper category Reflective Practice

Target educational sector Higher education

Language of delivery English

EU-funded project No

Schedule:	2009-09-12 (12:45 - 13:30) Parallel Session 2 (Room A-31)
Title:	E-interaction and e-moderation: Issues and models of foreign language computer-mediated communication
Authors:	Doris Dippold
Abstract:	This paper has two aims: Firstly, it presents the results of an action research project on computer-mediated communication in German via a discussion forum and secondly, it discusses current models of foreign language e-literacy and CMC. The first two research questions are as follows: 1. What levels of cognitive engagement do learners’ messages display? 2. How do learners express interactional and interpersonal meaning? Using the results of sociolinguistic/pragmatic analysis of the discussions, the project also aims to answer research questions related to the pedagogy of computer-mediated communication: 3. What are the nature and extent of problems with computer-mediated communication in discussion forums experienced by L2 learners of German? 4. Does explicit teaching of CMC skills lead to higher quality CMC? 5. What lessons can be learned for the pedagogical implementation of CMC technologies into language teaching? The rationale for this research springs from the insight that, although there is an abundance of pedagogical guidance available relating to asynchronous computer-mediated communication (e.g. Salmon 2004; Hampel & Stickler 2005), little is known about why some learners are successful in communicating online (in terms of interacting with others and in engaging with subject material) while others are not. Moreover, little analysis has been done so far on how learners’ individual ease or problem in engaging in online discussions actually translates into the shape and form of messages on the screen. Data were collected in a small German language class for Management students (level approx. CEF A2/B1), for which students engaged in one discussion forum each week on issues relating to topics covered in class. Drawing on coding schemes by Fung (2004), Beuchot & Bullen (2005) and Gilbert & Dabbagh (2005), the cognitive, interactional and interpersonal content of students’ messages was compared and these results related to interviews conducted with the students. Preliminary results suggest that it was not only learners’ interest in the topic and the double mediation (through both the tool of writing and the foreign language) which played a role for the levels of cognitive engagement and the interactional and interpersonal meaning learners were able to display in their messages. Rather, learners also expressed confusion about the genre of writing they were asked to engage in and the specific affordances of a discussion forum in educational settings. For example, they were not clear about the kind of language required from them (levels of accuracy, spoken vs. written language). Moreover, they also perceived CMC genres generally as allowing for fleetingness in terms of accuracy and less seriousness in the argument. Based on these results, I will argue that, in addition to thinking about the skills of the teacher and e-moderator and good pedagogical practice of moderating discussion forums, we also need to consider what e-interaction skills learners require when engaging in CMC tools such as discussion forums. In doing so, I will discuss the validity of various existing models of CMC competence and e-literacy (e.g. Harrington & Levy 2001; Spitzberg 2006; Kern 2000).
Keywords:	Computer-mediated communication, discussion orums, CMC competence, e-moderating, e-interaction
Main topic:	Computer Mediated Communication (CMC)
Biodata:	Doris Dippold holds a PhD in Applied Linguistics from the University of Southampton. She is currently working as Lecturer in German at the University of Surrey. Her research interests are computer-assisted language learning and foreign language computer-mediated communication, and the management of rapport in professional and intercultural settings.
Type of presentation	Paper presentation
Paper category	Reflective Practice
Target educational sector	Higher education
Language of delivery	English
EU-funded project	No