Task 2: Article Review

This review is based on the article of Student Agency and Language-Learning Processes and Outcomes in International Online Environments, written by Olga Basharina from University of New Mexico. The article is from Volume 26, No. 2 (January 2009). The link: Task 2 Article

Background

To improve greatly on foreign students’ English as their second language, they need to interact and communicate internationally with others instead of merely practicing among their closed group. In old times, it was nearly impossible to interact other people whose are in different places, let alone from different country. But nowadays, with the rapid development of technology, it becomes easier since then.

There are many ways to interact internationally. In this article, telecollaborative is used. It is under international computer-mediated communication (I-CMC) on the targeted subjects.

Summary

The aim of the research is focusing on the kinds of learning afforded by asynchronous international computer-mediated communication (I-CMC) the role of student agency in learning. The purpose of the project is to improve their English language proficiency and intercultural awareness.

There were four forums. The students were participated in one of them which were balanced for culture and gender. There was one instructor for each of the forums. The instructor functioned as a moderator along the forum. By the end of the project the students posted 3,022 messages, with an average of 700 messages in each forum. In the project, five major elements were implemented to determine the effectiveness of learning; social interaction, critical reaction, asking questions to members of target culture, reporting factual or personal information and phatic communication

The sample of study was taken from 52 Japanese exchange students in a university in southwestern Can­ada, 37 Mexican students in a university in northern Mexico, and 46 Russian students in a university in northeastern Russia. The age of the participants was between 18 and 22 years old. The overall level of written English proficiency among all three cultural groups was approximately similar and mostly at the intermediate level.

 The findings were triangulated through pre- and post- questionnaires and interviews. It was found out that there was some decrease of improvement at the end of the study, but it was on some elements and on some cultural groups only compared to the majority. It means that there was an improvement as time goes by.

            Between the Forum A and Forum B, the overall improvement in Forum A was more distinct than forum B. Based from the majority;

For the Mexican students, the main objective is to learn other cultures while Mexican students wanted to improve their English. The Rus­sian students thought equally on practicing English and learning cultures.

However, only minority of Japanese students wanted to improve their English, the expectations of comparing cultures, and the willingness to become more intercultural. The researcher deduced that the factor might be because they were located in Canada, where they were exposed to native English speakers and were in a constant state of comparing cultures (Basharina, 2009).

            Even with the different result between the three cultures, they shared the other goal which they wanted to communicate and to find friends. Overall, the analysis of the post-survey showed that the project helped students gain more knowledge about other cultures rather than to improve their proficiency in English.

With I-CMC, users are able to interact authentically in the target language, which in this case, English. Thus, they are able to improve their transnational, exchange cultural issues and knowledge. Plus, it is available at all times; they are able to communicate at their own time and pace. For the shy persons, it is easier for them to participate without the attention is too focusing on them.

Some researchers explored on the interaction process and the types of cultural contact provided by the technological medium (Basharina, 2009). It was found that it may lead to some problems.

1.    Slow internet connection (time consuming), students are unable to understand questions or even being evasive and missed communication.

2.    The limitation also depends on the cultural usage. It was uncommon for some countries to have so much or easier access to the internet. For example, the usage of internet in Malaysia especially in rural area is limited compared with other countries.

3.    The usage is not in broader context. Therefore, the rate of successfulness to document the diverse factors influencing learning is not achieved.

             

My Point of View

            This research does interest me. It implies on the application of sociocultural communication in the project. Instead of learning by the traditional way of ‘chalk and talk’ or lecture, this is a better practice for them to strengthen their L2 and social skills too.

The research was well conducted enough. However there were some improvements that need to be done to make it better.

Students  have variety of confidence level, some of them too conscious of making mistake, which hinders them from voicing out their opinion; intimidate by others who they think is more superior, which they are not. For some students, they might feel awkward to communicate, let alone open up to someone that they do not know. Besides, they are afraid of provoking others by their questions or statements, which limit their freedom of expressing themselves. Thus, it was important to continuously encouraging them so that they can overcome these limitations.

Besides that, the subject discussed might not be students’ interest. It can be whether because the subject itself is not interesting or it is not something that they have much knowledge about. Therefore, the subject chosen for discussion should be interesting or at least suitable with their level of knowledge and maturity.

The moderator also needs to be creative to make the forum more interesting and different if possible in each session. He/she too as a person needs to be passionate about his/her task so that it can influence the participants to be active as well.

In Malaysian context, it can be applied. However, it will be a bit hard if a teacher wants to get it into practice especially in rural area like I’ve mentioned earlier. The usage of internet is still new in our Malaysian context. Hence, he/she needs to be more creative and resourceful if he/she still wants to do it.