Table Of ContentResearch and Practice in Applied Linguistics
General Editors: Christopher N. CandlinandDavid R. Hall, Linguistics
Department, Macquarie University, Australia.
All books in this series are written by leading researchers and teachers in Applied
Linguistics, with broad international experience. They are designed for the MA or
PhD student in Applied Linguistics, TESOL or similar subject areas and for the
language professional keen to extend their research experience.
Titles include:
Francesca Bargiela-Chiappini, Catherine Nickerson and Brigitte Planken
BUSINESS DISCOURSE
Sandra Beatriz Hale
COMMUNITY INTERPRETING
Geoff Hall
LITERATURE IN LANGUAGE EDUCATION
Richard Kiely and Pauline Rea-Dickins
PROGRAM EVALUATION IN LANGUAGE EDUCATION
Marie-Noëlle Lamy and Regine Hampel
ONLINE COMMUNICATION IN LANGUAGE LEARNING AND TEACHING
Virginia Samuda and Martin Bygate
TASKS IN SECOND LANGUAGE LEARNING
Cyril J. Weir
LANGUAGE TESTING AND VALIDATION
Tony Wright
CLASSROOM MANAGEMENT IN LANGUAGE EDUCATION
Forthcoming titles:
Dick Allwright and Judith Hanks
THE DEVELOPING LEARNER
Anne Burns
LITERACIES
David Butt and Annabelle Lukin
GRAMMAR
Alison Ferguson and Elizabeth Armstrong
COMMUNICATIONS DISORDERS
Lynn Flowerdew
CORPORA AND LANGUAGE EDUCATION
Sandra Gollin and David R. Hall
LANGUAGE FOR SPECIFIC PURPOSES
Marilyn Martin-Jones
BILINGUALISM
Martha Pennington
PRONUNCIATION
Norbert Schmitt
VOCABULARY
Helen Spencer-Oatey and Peter Franklin
INTERCULTURAL INTERACTION
Devon Woods and Emese Bukor
INSTRUCTIONAL STRATEGIES AND PROCESSES IN LANGUAGE EDUCATION
Research and Practice in Applied Linguistics
Series Standing Order ISBN 978-1–4039–1184–1 hardcover
Series Standing Order ISBN 978-1–4039–1185–8 paperback
(outside North America only)
You can receive future titles in this series as they are published by placing a standing order.
Please contact your bookseller or, in case of difficulty, write to us at the address below with
your name and address, the title of the series and one of the ISBNs quoted above.
Customer Services Department, Macmillan Distribution Ltd, Houndmills, Basingstoke,
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Online Communication
in Language Learning
and Teaching
Marie-Noëlle Lamy
and
Regine Hampel
© Marie-Noëlle Lamy and Regine Hampel 2007
Softcover reprint of the hardcover 1st edition 2007 978-0-230-00126-8
All rights reserved.No reproduction,copy or transmission of this
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Designs and Patents Act 1988.
First published in 2007 by
PALGRAVE MACMILLAN
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PALGRAVE MACMILLAN is the global academic imprint of the Palgrave
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DOI 10.1057/9780230592681
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To Fiona. To Stewart
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Contents
List of Figures xi
List of Tables xii
Checklists xiii
General Editors’ Preface xiv
Acknowledgements xvi
Introduction 1
Part I Key Concepts and Issues
1 Historical Background 7
1.1 The emergence of computer-mediated
communication for language learning and teaching 7
1.2 The road travelled: a broad view 10
1.3 What the meta-literature reveals about
practice and research 12
1.4 Practitioner studies as a reflection of
practices of use 13
1.5 A new content area emerges 16
1.6 The quality of CMCL research 16
1.7 Summary 18
2 Learning Theories 19
2.1 Theoretical framework 1: the cognitive SLA model 19
2.2 Theoretical framework 2: sociocultural theory 23
2.3 Summary 29
3 Mediation, Multimodality and Multiliteracies 31
3.1 What is mediation? 31
3.2 Affordances, modes and the computer medium 34
3.3 New literacies 43
3.4 Summary 47
4 Lines of Enquiry into CMCL 49
4.1 Issues in comparative research 49
4.2 Discourse and conversation analysis 51
vii
viii Contents
4.3 The ecology of online learning, interculturalism
and identity research 57
4.4 Summary 59
5 Teaching Online 61
5.1 Teachers’ roles and skills 61
5.2 Teaching online through collaboration, task-based
and problem-based learning 64
5.3 The teacher as reflective practitioner 73
5.4 Summary 74
6 Learner Experience 76
6.1 Learner participation 77
6.2 Anxiety 79
6.3 Motivation, learner control and autonomy 82
6.4 Presence and identity 85
6.5 Summary 87
7 Assessment of CMCL 88
7.1 Different understandings of ‘online assessment’ 89
7.2 Designing assignments for CMCL 98
7.3 The student’s experience of CMC assessment 99
7.4 Summary and future research needs 100
Part II Research and Practice
8 Asynchronous Fora 107
8.1 Introduction 107
8.2 Savignon and Roithmeier 2004 108
8.3 Weasenforth, Biesenbach-Lucas and Meloni 2002 110
8.4 Conclusion 112
9 Synchronous Chat 115
9.1 Introduction 115
9.2 Blake 2000 116
9.3 Thorne 2003 118
9.4 Conclusion 121
10 Multiple Object-oriented Environments 123
10.1 Introduction 123
10.2 Kötter 2003 124
10.3 Schneider and von der Emde 2005 127
10.4 Conclusion 130
Contents ix
11 Audiographic Environments and Virtual Worlds 131
11.1 Introduction 131
11.2 Erben 1999 131
11.3 Svensson 2003 134
11.4 Conclusion 136
12 Videoconferencing 138
12.1 Introduction 138
12.2 Goodfellow, Jefferys, Miles and Shirra 1996 139
12.3 O’Dowd 2006a and 2006b 142
12.4 Conclusion 144
13 Emerging Technologies 146
13.1 Blogs 146
13.2 Wikis 148
13.3 Mobile devices 150
13.4 Conclusion 153
Part III Practitioner Research
14 An Overview of Practitioner Research 157
14.1 What is practitioner research? 157
14.2 The three essential steps of all
practitioner research 159
14.3 Overview of methods and instruments 166
14.4 Summary 170
15 A Practical Guide to CMCL Practitioner Research 172
15.1 You and your participants’ technical
competence 173
15.2 An ethical framework for your project 174
15.3 What practical consequences can you
expect to face when researching home-based
distributed learning? 177
15.4 Guarding against the effects of automatic
indicators 179
15.5 Summary 181
16 Data in Practitioner Research 183
16.1 What counts as data? 183
16.2 How should your data be presented? 185
16.3 What is a corpus and do you need one? 188
16.4 How can you store and preserve your data? 188
