Papers by Temitope Victor
The Modern Language Journal, 2003
This study examines task-based, synchronous computer-mediated communication (CMC) among intermedi... more This study examines task-based, synchronous computer-mediated communication (CMC) among intermediate-level learners of English. The research specifically explores (a) whether learners engage in negotiated interaction when they encounter new lexical items, (b) whether task type has an effect on the amount of negotiation that transpires, and (c) how this computer-mediated negotiation compares to that noted in the face-to-face literature. Fourteen nonnative-nonnative dyads collaboratively completed 4 communicative tasks using ChatNet, a browser-based chat program. Each dyad completed 2 jigsaw and 2 decision-making tasks, which were each "seeded" with 8 target lexical items. The chatscripts reveal that learners do in fact negotiate for meaning in the CMC environment when nonunderstanding occurs. Furthermore, task type was found to have a definite influence on the extent to which learners engaged in negotiation, but not necessarily in the same way that has been observed in the face-to-face literature. Though the negotiation that occurs in the CMC environment proceeds in ways that are roughly similar to face-to-face negotiation, the observed differences call for a new model of computer-mediated negotiation. This new model is presented as a more accurate tool for describing computer-mediated negotiated interaction than those offered to chart face-to-face negotiation episodes.
Adopting a literacy perspective towards student interactions with digital media can extend and de... more Adopting a literacy perspective towards student interactions with digital media can extend and develop views of second language (L2) listening comprehension. In this case study, variations in play are grounded in a media literacy perspective as a way to frame student work with authentic videotext. Twenty-two Australian students of Japanese watched three digitized news clips as they talked aloud. Qualitative analysis of their immediately retrospective verbal reports showed that learners do indeed play and replay the media texts as they, for example, perform, fool around, and establish signposts. The article concludes with a discussion urging language teachers and researchers to adopt media literacy perspectives in their use of electronic media.
... Ja mata ne! Tasuku: *hoteru ni tomaritai to ryokan ni tomaritai n desu ka? *Yonjū-en&... more ... Ja mata ne! Tasuku: *hoteru ni tomaritai to ryokan ni tomaritai n desu ka? *Yonjū-en<T> o motte ikimasu. Watashi kirei na hoteru ni tomaritai n desu! ☺ [Hi. ... M wa dono puran ga *hoshii desu ka? Takusan oishii tabemono ga tabetai n desu! 400,000en wa ii desu ka? ...
Australian Journal of Adult and Community Education, 1999
Abstract: Three examples of computer-mediated communication are given: electronic bulletin board ... more Abstract: Three examples of computer-mediated communication are given: electronic bulletin board for health education workers, distance course for adult literacy practitioners, and electronic meeting for postgraduates in adult education. They illustrate educational ...
The Modern Language Journal, 1997
This article describes important distinctions among three strands of communication in the foreign... more This article describes important distinctions among three strands of communication in the foreign or second language (L2) classroom: cooperative learning, collaborative learning, and in-teraction. These three strands have different connotations, which, when understood, can ...
Journal of The Learning Sciences, 2003
In this study I investigated how students' mathematical activities, and thereby their mathematica... more In this study I investigated how students' mathematical activities, and thereby their mathematical understandings, change as a function of their participation in different social configurations. I examined how the interplay between 2 social configurations-local investigations at a computer simulation and whole-class discussions-contributes to how 7th-grade students learn probabilistic reasoning. I used 2 case studies to investigate (a) how different forms of participation are linked to different social configurations, and (b) how specific discourse practices and ways of reasoning propagate across the classroom and are adopted by individual students. The analyses suggest that classroom mathematical practices are developed, in part, for the social or communicative purpose of settling disputes and not purely for their rational or cognitive value to individuals. Results also provide insight into how to design and orchestrate classroom practice, particularly computer-mediated inquiry, to foster individual learning that is situated within a classroom community oriented toward the construction of a shared understanding of probability.
Language Learning & Technology, 1998
This paper analyzes the effectiveness of using e-mail as a tool to promote foreign language learn... more This paper analyzes the effectiveness of using e-mail as a tool to promote foreign language learning in and out of the classroom. The study identifies the following features of the foreign language generated through the electronic medium, some of which have already been observed in previous studies: (a) greater amount of language; (b) more variety of topics and language functions; (c) higher level of language accuracy; (d) more similarity with oral language; (e) more student-initiated interactions; and (f) more personal and expressive language use. These observations are expected to expand the generalizations made in previous studies, and more finely tune theoretical propositions, about how to integrate electronic communication in the classroom in order to facilitate foreign language learning.
ELT journal, 2002
... Title: Computer-Mediated Communication. Full-Text Availability Options: ... Abstract: Discuss... more ... Title: Computer-Mediated Communication. Full-Text Availability Options: ... Abstract: Discussescomputer mediated communication (CMC) and how it is used in language learning. Focuses on new forms of discourse, new ways of learning, and multimedia and multi-modal CMC. ...
This study explores social interactive features of synchronous computermediated communication (CM... more This study explores social interactive features of synchronous computermediated communication (CMC)-commonly known as "chat"-as such features unfolded in real time and developed over a nine-week period in two fourth-semester college Spanish classes. The study invoked the Vygotskian sociocultural theoretical framework and employed discourse analysis as a research tool to describe and explain outstanding features of chat room communication. Specific interactional features examined are intersubjectivity, off-task discussion, greetings and leave-takings, identity exploration and role play, humor and sarcasm, and use of the L1 (English). Through these communicative behaviors, learners appropriated the chat room environment, transforming it into a learner-centered discourse community governed by communicative autonomy and the use of language and discourse functions that go beyond those encountered in the typical L2 classroom.
Annual Review of Applied Linguistics, 2007
This article describes second language uses of Internet communication tools, Web environments, an... more This article describes second language uses of Internet communication tools, Web environments, and online gaming, and critically reviews existing research and emerging technologies representing diverse pedagogical conditions in three distinct computer-mediated configurations: (1) instructed and institutional intraclass discussion and interclass partnerships, (2) transcultural partnerships and structured participation in "open" Internet environments, and (3) interaction in ongoing Internet-mediated environments that include popular culture blogs and Web sites, fanfiction communities, language and/or culture communities, and online games. We propose that a critical-and-constructive appraisal of existing and emerging digital media, communicative genres, literacy practices, and the communities made possible through them, can help to forge more responsive, and more ecologically responsible, language-learning opportunities for students who are expected to navigate increasingly mediated social and professional worlds.
About Language Learning & Technology, 2012
Uploads
Papers by Temitope Victor