Journal article
Native and Non-Native Speakers in Online and Face-to-Face Discussions: Leveling the Playing Field
Journal of educational technology systems, Vol.36(4), pp.337-373
06/2008
DOI: 10.2190/ET.36.4.b
Abstract
This study investigated the role of native language in the context of online versus face-to-face learning environments. Findings from a mixed-methods analysis revealed that native language was a factor in distinguishing among the learning opportunities in these two classes. Data for the online course were 10 archived asynchronous discussions on its threaded bulletin board. Data for the face-to-face course were verbatim transcripts of audio-taped recordings made during 10 of the 15 class sessions. Non-native speakers were more passive in the face-to-face classroom leaving the native speakers to assume leadership characteristics. In the online environments, non-native speakers and native speakers participated more equally in the discussion. Findings suggested that difficulties experienced by non-native speakers during impromptu face-to-face discussions may be alleviated given more opportunities and time for reflective articulation.
Details
- Title: Subtitle
- Native and Non-Native Speakers in Online and Face-to-Face Discussions: Leveling the Playing Field
- Creators
- Anne Cummings Hlas - University of Wisconsin–Eau ClaireKathy L. Schuh - University of IowaStephen M. Alessi - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of educational technology systems, Vol.36(4), pp.337-373
- DOI
- 10.2190/ET.36.4.b
- ISSN
- 0047-2395
- eISSN
- 1541-3810
- Language
- English
- Date published
- 06/2008
- Academic Unit
- Psychological and Quantitative Foundations; International Programs
- Record Identifier
- 9984374328602771
Metrics
6 Record Views