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A Case Study of Using Synchronous Computer-Mediated Communication System For A Case Study of Using Synchronous Computer-Mediated Communication System for Spoken English Teaching and Learning Based on Sociocultural Theory and Communicative Language Teaching Approach Curriculum A dissertation presented to the faculty of the College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctoral of Philosophy Cheun-Yeong Lee June 2009 © 2009 Cheun-Yeong Lee. All Rights Reserved. 2 This dissertation titled A Case Study of Using Synchronous Computer-Mediated Communication System for Spoken English Teaching and Learning Based on Sociocultural Theory and Communicative Language Teaching Approach Curriculum by CHEUN-YEONG LEE has been approved for the Department of Educational Studies and the College of Education by Sandra V. Turner Professor of Educational Studies Teresa J. Franklin Associate Professor of Educational Studies Renée A. Middleton Dean, College of Education 3 ABSTRACT LEE, CHUUN-YEONG, Ph.D., June 2009, Curriculum and Instruction, Instructional Technology. A Case Study of Using a Synchronous Computer-Mediated Communication System for Spoken English Teaching and Learning Based on a Sociocultural Theory and Communicative Language Teaching Approach Curriculum (329 pp.) Director of Dissertation: Sandra V. Turner Chair of Dissertation Oral Defense: Teresa J. Franklin The purpose of this qualitative study is to investigate how instructors and learners understand their experiences of using an SCMC system for spoken English teaching and learning. Vygotsky’s sociocultural theory and communicative language teaching approach provided the theoretical framework to create the curriculum and learning activities within the instructional program. The theoretical frameworks guided the study in interpreting and analyzing the phenomena resulting from the participants’ perceptions of the real-time, web-based instructional program. The study also examined the role of instructors and learners, and an instructor’s competence for instruction in an SCMC language learning environment. Multiple approaches were used to collect data: in-depth, semi-structured interviews, participant observations, and course evaluation. Qualitative inductive data analysis techniques were adapted for data analysis. The participants were four instructors (1 adjunct instructor and 3 graduate students) at two Midwestern state universities, and seven learners (company employees) in China and Taiwan. Findings from this study concluded that all participants preferred teaching and learning in a traditional face-to-face environment because of insufficient interaction and social presence available using the SCMC system. An adjustment of instructional 4 strategies depending on the degree of presence which the SCMC system could mediate was needed to promote interaction and social presence. Learners’ learning behaviors and attitudes reflected the major components of the two theories built in the curriculum and learning activities: mediation, negotiation of meaning, zone of proximal development (ZPD), collaboration and scaffolding, self-regulation, and communicative competence. The study determined the SCMC systems’ weaknesses—unstable Internet connection, limited image size, namely technical problems. The major strengths of the program included promotion of interaction and communication, availability of different social interactions, flexibility of geography and time, compatibility of the system with other technologies, and reinforcement of learners’ confidence. The participants’ and the researcher’s experiences formed an ISIS theoretical framework in which the important theories, approaches, components, and procedures were embedded, and suggested further study of instructional programs. In conclusion, SCMC has its potential within CALL, and more efforts for theoretical and practical research are urgent and necessary. Approved: _____________________________________________________________ Sandra V. Turner Professor of Educational Studies Approved: _____________________________________________________________ Teresa J. Franklin Associate Professor of Educational Studies 5 ACKNOWLEDGEMENTS Graduate study at Ohio University is an unforgettable experience in my life. My sincere gratitude goes out to many people who accompanied, assisted, and supported me along this journey. Special thanks to my advisor, Dr. Sandra Turner, who took precious time and effort to give suggestions for improving my research and dissertation writing, especially in her difficult time. Her patience, understanding, professionalism, wisdom, and encouragement supported me throughout my doctoral studies. My sincere and great thanks would like to go to the Chair of committee for dissertation oral defense, Dr. Teresa Franklin, a respectful faculty who is always to give and to help students. Without Dr. Franklin’s assistance and concerns I could not continue my study and accomplish my dissertation. Special thanks also to Dr. Wayne Huang, who provided opportunities and valuable advice for my study and encouraged me to explore various study fields and research methodology. I also extend my heartfelt appreciation to my dissertation committee, Dr. Johanson and Dr. Kessler, who supported me in research methodology and computer-assisted language learning whenever I needed them. I would also like to express many thanks to the members of the team, Ohio Spoken English Corner, who contributed to the project which was the solid foundation of this study theoretically and practically. Special thanks to Tiffany whose excellent writing skills and passion for teaching not only improved my writing skills, but also set a good example for me in my future instruction. 6 I am also grateful to my parents, wife, and children. It was with their full love, support, and great encouragement that I was able to reach this milestone. I also thank all the participants in the study who supported me and contributed their time and experiences to the study. It was their patience, tolerance, and understanding that encouraged me to move forward and achieve more. 7 TABLE OF CONTENTS Page Abstract ………………………………………………………………………………….3 Acknowlegement ………………………………………………………………………..5 List of Tables …………………………………………………………………………..14 List of Figures ………………………………………………………………………….15 Chapter 1: Introduction ………………………………………………………………...16 Background of the Study……………………………………………………………..16 Statement of the Problem …………………………………………………………….19 Research Questions …………………………………………………………………..21 Theoretical Framework ………………………………………………………………21 Participants …………………………………………………………………………...25 The Settings …………………………………………………………………………..26 Methodology …………………………………………………………………………28 Significance of the Study …………………………………………………………….31 Limitations and Delimitations of the Study ………………………………………….32 Definitions of Terms ………………………………………………………………….33 Chapter 2: Literature Review …………………………………………………….…......36 Introduction …………………………………………………………………………..36 Computer-Assisted Language Learning ……………………………………………...36 Theory and Application of CALL ………………………………………………...37 Teacher Preparation for CALL …………………………………………………....41 8 Communicative Teaching Approach in Foreign Language Learning and Second Language Acquisition Classrooms ……………………………………………..........44 Teaching Communicative Competence …………………………………………..47 The Role of Teachers and Students in CLT Classroom ………………………….49 CLT Curriculum ………………………………………………………………….53 CLT Activities ……………………………………………………………………56 Summary ………………………………………………………………………….58 Vygotsky’s Sociocultural Theory ……………………………………………………59 Sociocultural Theory and Application in foreign and Second Language Learning ………………………………………………………59 Semiotic Meditation and Tools …………………………………………….…..60 Zone of Proximal Development …………………………………………..........61 Scaffolding and Collaborative Learning ……………………………………….64 Activity Theory .………..………………………………………………………66 Sociocultural Theory and Synchronous Computer-Mediated Communication …………………………………………………………………..67 Synchronous Computer-Mediated Communication and Language Learning.….........70 Significant Characteristics and Rationale of SCMC for Spoken English Training …………………………………………………………72 Challenges of SCMC for Spoken English Instruction..……..……………………73 Implications for SCMC Curriculum Design and Teacher’s Competencies ……..74 SCMC Curriculum Design……………………………………………………..77 9 Teachers’ Competencies ………………………………………………………76 Summary ……………………………………………………………………………80 Chapter 3: Methodology ………………………………………………………..……..82 Introduction …………………………………………………………………………82 A Case Study ………………………………………………………………………..83 The Online Synchronous Spoken English Instruction ………………………………84 Preparation Stage………………………………………………………………….84 Testing Stage………………………………………………………………………85 Implementation Stage…………………………………………………………….86 Evaluation Stage………………………………………………………………….87 Pilot Study …………………………………………………………………………..87 Research Participants …………………………………………………………….….91 Data Collection ……………………………………………………………...………92 Semi-Structured In-Depth Interviews….…………………………………………94 Interview of Instructors …………………………………………………..……95 Interview of Learners …………………………………………………………..97 Observations ……………………………………………………………………..102 Participant Observations ………………………………………………………103 Course Evaluation ………………………………………………………………..104 Data Analysis ……………………………………………………………………….105 Trustworthiness and Triangulation of the Data ………………………………….106 Chapter 4: Findings ……………………………………………………………………108 10 Introduction …………………………………………………………………………108 The Instructors’ Experiences of the Instruction in an SCMC Context ……………..109 Instructors’ Perceptions
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