Online Activities for Learning Japanese as a Foreign Language by Motoko Iseki Christensen A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy School of Humanities and Languages Faculty of Arts and Social Sciences University of New South Wales July 2013 THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: Christensen First name: Motoko Other name/s: Iseki Abbreviation for degree as given in the University calendar: PhD School: Humanities and Languages Faculty: Arts and Social Sciences Title: Online activities for learning Japanese as a foreign language Abstract: The study investigated ‘out-of-classroom’ collaboration and factors influencing scaffolding amongst Japanese language learners and native speakers (NS) participating in social network site (SNS) discussion forums. The driving curiosity underlying this study is vested in a need to understand how the efficacy of online language education can be improved. Whilst a large and growing body of literature dwells in issues related to online education, it is notable that the literature has not yet traversed what makes effective applications of online education without face-to-face classroom contexts (out-of-class). The under-researched areas on online discussion forums relate to those conducted in: out-of-class environments; without an assessment regime; and, with diversity in participants’ language proficiency levels. Furthermore, the use of a SNS as a platform for investigating these areas is underexplored. The study engaged Japanese language learners and NS at an Australian university participating in discussion forums using a commercial SNS. Qualitative data was gathered from multiple sources: interviews; questionnaire; survey; reflective logbooks; language proficiency tests; and, online data. The interactions between the participants, comparing seven different groups were analysed with a new more finely grained Activity System: the Online Joint Activity System (OJAS), which was devised as a tool to reflect on interactions on SNS-based forums as a contribution to theory. The study found that proactive users of CMC enjoyed participating in the SNS-based forums to gain confidence in using Japanese and to improve their reading and writing skills. Both NS and Learners at all levels could provide scaffolding in three categories (linguistic; content; and navigation) identified in the study. Interactions between participants, especially NS including scaffolding from NS, are vital in the creation of a supportive online learning environment. In such an environment, discussion leaders’ and NSs’ inputs influence scaffolding provision and development of forums more than consistency or diversity of language competency. The OJAS helped to explain the interactions and contradictions observed in this study, taking into consideration the SNS environment. The study notes that SNS based language programs can make valuable complements to existing face-to-face programs. Additionally, it presents practical implications for future studies and teaching practices in SNS-based collaborative activities. Declaration relating to disposition of project thesis/dissertation I hereby grant to the University of New South Wales or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University libraries in all forms of media, now or here after known, subject to the provisions of the Copyright Act 1968. I retain all property rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation. I also authorise University Microfilms to use the 350 word abstract of my thesis in Dissertation Abstracts International (this is applicable to doctoral theses only). 3/4/2014 …………………………………………………………… ……………………………………..……………… ……….…………… Signature Witness Date The University recognises that there may be exceptional circumstances requiring restrictions on copying or conditions on use. Requests for restriction for a period of up to 2 years must be made in writing. Requests for a longer period of restriction may be considered in exceptional circumstances and require the approval of the Dean of Graduate Research. FOR OFFICE USE ONLY Date of completion of requirements for Award: THIS SHEET IS TO BE GLUED TO THE INSIDE FRONT COVER OF THE THESIS TO Mark, Emi and Erika And The memory of my parents Shigeru and Keiko Iseki and aunt Rosemary Pang ABSTRACT The study investigated ‘out-of-classroom’ collaboration and factors influencing scaffolding amongst Japanese language learners and native speakers (NS) participating in social network site (SNS) discussion forums. The driving curiosity underlying this study is vested in a need to understand how the efficacy of online language education can be improved. Whilst a large and growing body of literature dwells in issues related to online education, it is notable that the literature has not yet traversed what makes effective applications of online education without face-to-face classroom contexts (out- of-class). The under-researched areas on online discussion forums relate to those conducted in: out-of-class environments; without an assessment regime; and, with diversity in participants’ language proficiency levels. Furthermore, the use of a SNS as a platform for investigating these areas is underexplored. The study engaged Japanese language learners and NS at an Australian university participating in discussion forums using a commercial SNS. Qualitative data was gathered from multiple sources: interviews; questionnaire; survey; reflective logbooks; language proficiency tests; and, online data. The interactions between the participants, comparing seven different groups were analysed with a new more finely grained Activity System: the Online Joint Activity System (OJAS), which was devised as a tool to reflect on interactions on SNS-based forums as a contribution to theory. The study found that proactive users of CMC enjoyed participating in the SNS-based forums to gain confidence in using Japanese and to improve their reading and writing skills. Both NS and Learners at all levels could provide scaffolding in three categories (linguistic; content; and navigation) identified in the study. Interactions between participants, especially NS including scaffolding from NS, are vital in the creation of a supportive online learning environment. In such an environment, discussion leaders’ and NSs’ inputs influence scaffolding provision and development of forums more than consistency or diversity of language competency. The OJAS helped to explain the interactions and contradictions observed in this study, taking into consideration the SNS environment. The study notes that SNS based language programs can make valuable complements to existing face-to-face programs. Additionally, it presents practical implications for future studies and teaching practices in SNS-based collaborative activities. i TABLE OF CONTENTS Abstract.............................................................................................................................i Table of Contents ............................................................................................................ii Acknowledgment............................................................................................................vi Abbreviations ................................................................................................................vii List of figures..................................................................................................................ix List of tables.....................................................................................................................x List of publications and presentations .........................................................................xi CHAPTER 1: INTRODUCTION .................................................................1 1.1 Background of this Research ..............................................................................1 1.2 Justification for the Research..............................................................................4 1.3 Aim of the Study and Research Questions..........................................................4 1.4 Articulation of Methodology and Theory Consideration....................................5 1.5 Plan of the Thesis................................................................................................7 1.6 Summary .............................................................................................................8 CHAPTER 2: LITERATURE REVIEW .......................................................9 2.1 Introduction.........................................................................................................9 2.2 Sociocultural Theory.........................................................................................10 2.2.1 Term and Categories of Scaffolding......................................................................13 2.2.2 Provision of Scaffolding ........................................................................................17 2.2.3 What Is To Be Included In Scaffolding.................................................................19 2.2.4 Effective Communication and Learning................................................................20 2.3 Use of CMC As an Educational Tool ...............................................................22