Online Language Learning Using Virtual Classrooms and Knowledge Building Forums

Identifier:  TDX:3367

Handle: https://hdl.handle.net/20.500.11797/TDX3367

Authors:  Manegre, Marni Lynne

Abstract:
Learning (CALL) have been investigated. The first project describes the features and functions of virtual classroom systems in online language learning (OLL) instruction. The second project presents the initial phase of a study analyzing the conversations in a Knowledge Building (KB) forum for evidence of foreign language acquisition (FLA). The findings from this project were used to create the method for the third project of this dissertation. The objectives of the third project were to determine whether FLA occurs during the KB process. The method of this dissertation used both method triangulation and data triangulation in the analyses. In the first project, 35 OLL teachers that work for private companies teaching English as a Foreign Language (EFL) were surveyed using an online digital survey on their perceptions of teaching in these environments. In the second project, an ad hoc analysis of the posts in a forum was completed, where the posts were analyzed using a plagiarism and grammar checker for evidence of FLA. Finally, the third project included testing 60 students at a Spanish school using a pre-questionnaire, a pre-test, a post-test, and a post-questionnaire. In conjunction with the testing, in-class observation was included to watch the students as they advanced through the stages of knowledge. The results of the initial project show that the teachers believe they get to know the students better on a more personal level using a virtual classroom than in a face-to-face (F2F) environment, they believe the students learn at the same rate or faster when using virtual classrooms, and they would like to see more subjects offered in this online environment. In addition, the teachers surveyed believe that virtual classrooms could replace traditional classrooms for most subjects. The analysis of the second project found evidence that the students passed through the construction of knowledge stages; however, confounding variables, a small number of posts by participant, and inconsistent error types made it difficult to determine whether there was evidence of FLA for each student.