|Second language development through technology mediated strategic interaction|
|Author(s)||Johnson N.H., De Haan J.|
|Published in||Asian EFL Journal|
|Keyword(s)||Mediation, Sociocultural, Strategic interaction, Technology, Wiki|
|Article||BASE, CiteSeerX, Google Scholar|
|Web||Ask, Bing, Google (PDF), Yahoo!|
|Download and mirrors|
|Local copy||Not available|
|Remote mirror(s)||Not available|
|Export and share|
|BibTeX, CSV, RDF, JSON|
|Browse properties · List of journal articles|
Teaching language proficiency can be particularly problematic in a Japanese university context because of issues with low motivation (Yashima, 2002; Oda, 1993), anxiety and shyness (Kitano, 2001), and practical difficulties associated with monitoring performance and providing effective feedback to large numbers of students. Strategic interaction (SI), as proposed by Di Pietro (1987), uses the scenario as an organizing principle for classroom practice. This involves learners being given different parts or roles in a situation to be resolved through language in unfolding interaction. In this paper, we explore and detail the design of an approach to SI that is mediated by use of an online wiki space and digital video technologies. Participants at a Japanese university engaged in an SI routine within the context of learning politeness strategies for a Business English course. Analysis of performance transcripts using a functional language framework, data from a post-performance discourse completion task, and learner reflections, confirm the potential that technology mediated SI holds for increasing language proficiency in this context. We argue that the data shows evidence of a shift from object-regulation towards increased self-regulation, in the genesis of language development.
- This section requires expansion. Please, help!
Probably, this publication is cited by others, but there are no articles available for them in WikiPapers.