"Can you hear me, Hanoi?" Compensatory mechanisms employed in synchronous net-based English language learning
Notice bibliographique
Résumé
Ahern (2008) writes that the ability to remove the constraints of time and place is a major hallmark of computer-mediated communication (CMC) but that it also supports real-time synchronous forms of interaction.He suggests that "synchronous technologies create a strong network bond because each of the participants must be present at the same time in order to communicate" (Ahern, 2008, p. 99).Kenning (2010, p. 6), expanding on the work of Ciekanski and Chanier (2008, p. 173) would have us view the synchrony and asynchrony as a matter of degree where "face-to-face offers greater simultaneity than audio networks, audio than textchat and text chat than a shared word processor."At Dalarna University, Sweden, we offer modes of communication at many points of Kenning's continuum with a web-based learning platform, including asynchronous document exchange and collaborative writing tools, e-mail, recorded lectures in various formats, live streamed lectures with the possibility of text questions to the lecturer in real time, textchat, and our audiovisual seminars in Marratech™ or Adobe Connect™.Our online students live in many countries around the world and come to our online learning spaces from profoundly different physical realities, so the synchronous seminar is a shared experience that is quite separate from the physical environment in which the students find themselves.Many of our net-based English for Academic Purposes (EAP) students experience that their limited English language proficiency, compounded by technical difficulties and the constraints of the online spaces available, will sometimes cause problems in synchronous seminars.On the other hand, the rich environment of Marratech™, the desktop videoconferencing system used, offers multiple modes of communication (see Figure 1).The aim of this study is to examine the use of the multiple modes available in the seminar tool Marratech to support communication by students and teachers in a synchronous online learning environment.We describe the communication problems experienced in this kind of education and the compensatory strategies "Can you hear me, Hanoi?" Compensatory Mechanisms Employed in Synchronous Net-Based English Language Learning Cunningham, Fägersten, and Holmstenemployed by students and teachers.We will consider situations where communication is disturbed because of• technical problems, such as the system expelling a student, or the purchased Internet time in a public Internet café having expired, or poor connectivity; • students not understanding the teacher because of poor sound conditions, poor perception skills in English, the teacher speaking an unfamiliar variety of English, or a combination of these; • students not understanding fellow students usually because of limited proficiency on one or both parts, possibly in combination with the technical issues mentioned above; • the teacher not understanding the student often because of the student's unintelligible pronunciation, in combination with less than optimal sound conditions. Context of StudyThis paper presents material from two online courses in English for Academic Purposes (EAP) at Dalarna University where students with different linguistic backgrounds meet in our seminars.At Dalarna University, we do not require online language students to attend campus at any stage.However, we do require students to attend timetabled, synchronous seminars.Most students are nonnative speakers of English, with a wide variety of first languages.The conditions under which they study vary tremendously.Many work full-time alongside their studies.Their previous knowledge and proficiency in English are also varied.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,015 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,007 |
| Communication savante | 0,003 | 0,005 |
| Science ouverte | 0,002 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,010 | 0,003 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».