Schedule: 2009-09-12 (12:00 - 12:45)
Parallel Session 2 (Room A-31)

Title: Web-based collaborative reading exercises for autonomous learners in remote locations: The effects of computer-mediated feedback and interaction via computer-mediated communication
Authors: Philip Murphy
Abstract: Despite the fact that the benefits of pair and group work for those espousing an interactionist view of second language learning are well documented (Lantolf, 2000; Lightbown & Spada, 1999; Long, 1981; Pica, 1996; Van Lier, 1996), learning environments still exist in which students study languages alone. The course in question is the Basic Skills Reading Programme (BSRP), a custom-written English language proficiency course used at Kanda University of International Studies in Japan. With the promotion of learner autonomy the main tenet upon which the course is designed, learners are encouraged to become independent learners. A key feature of the course is that choice is offered: choice of where, when, what, how fast and with whom to study. With the development of an online version of the BSRP, learners are now also offered the choice of mode of study.
Of particular interest for this study are autonomous learners who, despite studying in contexts supportive of collaborative interaction in the classroom, have little opportunity to interact with partners when studying independently outside school. In an attempt to find a solution to this predicament, this current research comprises an investigation into: i) whether computer-mediated communication (CMC) offers a viable alternative for isolated students to interact with peers, ii) what type of computer-mediated feedback promotes both comprehension of a reading text and quality interaction between students in this learning environment, iii) the effects on reading comprehension of providing different kinds of computer-generated feedback following incorrect answers and iv) how the feedback can stimulate learner-learner and/or learner-computer interaction to promote comprehension as incorrect answers are self-corrected. The feedback comprised either: i) Knowledge of Correct Response (KCR) feedback which supplies the correct responses to questions, thereby replicating traditional paper-based answer papers or ii) Elaborative feedback which supplies, rather than the correct answer, varying degrees of hints to encourage self-correction of errors.
A qualitative analysis of interactions indicates that CMC is a suitable way for generating quality interaction between students, and a quantitative analysis of comprehension scores indicates that those who received computer-mediated Elaborative feedback scored significantly higher on a reading comprehension exercise than those receiving Knowledge of Correct Response feedback. In this presentation, I propose: i) to give an overview of this project, ii) to discuss the implications of the results with regards to web-based reading comprehension materials, interaction through CMC, computer-mediated feedback and learner autonomy and finally iii) to highlight areas for future research and development.
Keywords: computer-generated feedback, computer mediated communication, learner autonomy, interaction, online reading

Main topic: Computer Mediated Communication (CMC)

Biodata: Philip's research interests lie with computer-assisted language learning, computer-mediated communication, learner autonomy and distance learning. He is currently designing an online version of a reading programme for first year learners at a university in Japan. He is researching the effects of computer-generated feedback on learner interaction and reading comprehension.
Type of presentation Paper presentation

Paper category Research

Target educational sector Higher education

Language of delivery English

EU-funded project No

Schedule:	2009-09-12 (12:00 - 12:45) Parallel Session 2 (Room A-31)
Title:	Web-based collaborative reading exercises for autonomous learners in remote locations: The effects of computer-mediated feedback and interaction via computer-mediated communication
Authors:	Philip Murphy
Abstract:	Despite the fact that the benefits of pair and group work for those espousing an interactionist view of second language learning are well documented (Lantolf, 2000; Lightbown & Spada, 1999; Long, 1981; Pica, 1996; Van Lier, 1996), learning environments still exist in which students study languages alone. The course in question is the Basic Skills Reading Programme (BSRP), a custom-written English language proficiency course used at Kanda University of International Studies in Japan. With the promotion of learner autonomy the main tenet upon which the course is designed, learners are encouraged to become independent learners. A key feature of the course is that choice is offered: choice of where, when, what, how fast and with whom to study. With the development of an online version of the BSRP, learners are now also offered the choice of mode of study. Of particular interest for this study are autonomous learners who, despite studying in contexts supportive of collaborative interaction in the classroom, have little opportunity to interact with partners when studying independently outside school. In an attempt to find a solution to this predicament, this current research comprises an investigation into: i) whether computer-mediated communication (CMC) offers a viable alternative for isolated students to interact with peers, ii) what type of computer-mediated feedback promotes both comprehension of a reading text and quality interaction between students in this learning environment, iii) the effects on reading comprehension of providing different kinds of computer-generated feedback following incorrect answers and iv) how the feedback can stimulate learner-learner and/or learner-computer interaction to promote comprehension as incorrect answers are self-corrected. The feedback comprised either: i) Knowledge of Correct Response (KCR) feedback which supplies the correct responses to questions, thereby replicating traditional paper-based answer papers or ii) Elaborative feedback which supplies, rather than the correct answer, varying degrees of hints to encourage self-correction of errors. A qualitative analysis of interactions indicates that CMC is a suitable way for generating quality interaction between students, and a quantitative analysis of comprehension scores indicates that those who received computer-mediated Elaborative feedback scored significantly higher on a reading comprehension exercise than those receiving Knowledge of Correct Response feedback. In this presentation, I propose: i) to give an overview of this project, ii) to discuss the implications of the results with regards to web-based reading comprehension materials, interaction through CMC, computer-mediated feedback and learner autonomy and finally iii) to highlight areas for future research and development.
Keywords:	computer-generated feedback, computer mediated communication, learner autonomy, interaction, online reading
Main topic:	Computer Mediated Communication (CMC)
Biodata:	Philip's research interests lie with computer-assisted language learning, computer-mediated communication, learner autonomy and distance learning. He is currently designing an online version of a reading programme for first year learners at a university in Japan. He is researching the effects of computer-generated feedback on learner interaction and reading comprehension.
Type of presentation	Paper presentation
Paper category	Research
Target educational sector	Higher education
Language of delivery	English
EU-funded project	No