Teacher Participation Styles in Foreign Language Chats and Their Effect on Student Behavior

This paper investigates the impact that a teacher's virtual presence—or lack thereof—has on students' chat behavior with regard to error correction, uptake, target language use, and on-task behavior. The data come from beginning German students engaged in pair and small-group chatting acti...

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Bibliographic Details
Published in:CALICO journal 2005-01, Vol.22 (3), p.603-634
Main Authors: Ene, Estela, Görtler, Senta E., McBride, Kara
Format: Article
Language:English
Subjects:
Calico
Chat rooms
College Students
Computer Mediated Communication
Conversation
Educational Environment
Error Correction
Foreign languages
German
Grammar
Interviews
Introductory Courses
Language
Language Acquisition
Language teachers
Language Usage
Nonnative languages
Reading Comprehension
Second language acquisition
Second Language Instruction
Second Language Learning
Second Languages
Special Issue on Computer-mediated Communication and Foreign Language Learning: Context, Research, and Practice
Student Attitudes
Student Behavior
Student Participation
Student Surveys
Students
Surveys
Teacher Participation
Teacher Student Relationship
Teachers
Teaching Methods
Uptakes
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Summary:This paper investigates the impact that a teacher's virtual presence—or lack thereof—has on students' chat behavior with regard to error correction, uptake, target language use, and on-task behavior. The data come from beginning German students engaged in pair and small-group chatting activities at a major American university. Transcripts from chat sessions in a first-semester German class and a second-semester German class were analyzed. The data were triangulated with student surveys and teacher interviews. Results suggest that the teachers' participation styles had a greater influence on learners' chat behavior than simply whether or not the teachers were present and that the form-focused participation style of one of the teachers had an apparently inhibitory effect on learner participation.
ISSN:0742-7778
2056-9017