بِسۡمِ ٱللهِ ٱلرَّحۡمَـٰنِ ٱلرَّحِيمِ
by Inigo Yanguas
PART A
Inigo Yanguas, an assistant professor of Spanish and director of the Spanish Language Program at San Diego State University proposed his research paper regarding ‘Oral Computer-Mediated Interaction Between L2 Learners: It’s About Time!’ explored about task-based, synchronous oral computer-mediated communication also known as CMC among intermediate-level learners of Spanish.
In this research study prepared by Inigo Yanguas, the participants consist of two parts of 15 Spanish L2 Learners mostly from public university in Southern California. Those participants were being recorded their conversations throughout the process after given the questionnaire about their background. These participants were randomly selected to do one of the three which are; video-conferencing (VidCMC), audio-conferencing (AudCMC) and face-to-face (FTF). They were assigned to their own labeled computer where they need to listen to a recording explains about the procedure for this lab session, then to read and signed a form such an agreement for them. Once it is checked by the researcher and both party understood they were given ‘Skype’ to call their assigned partners. Both parts of FTF control group were seated together and computer microphones were used to record their conversations.
The tasks begin with limited time of 20 minutes where each group completes a jigsaw style task; that force learners to share their information to achieve a particular goal which extensively used in the type of literature. The other task they used in this study is ‘genuinely interactive and student-centered’ where it had a connection to the real world. For example, the researcher use such program as ‘The Amazing Race’, a reality show which required participants to interact in pairs to prepare for a race in Latin America.
Inigo Yanguas was one of the scholars that had done his investigation upon the assessment of second language (L2) learners interactions based on computer-mediated communication (CMC) in the context of second language acquisition (SLA) which has existed since the early 1900s.
Qualitative analyses of the conversations of the VidCMC, AudCMC, and FTF dyads were carried out to investigate how learners in these three groups negotiated during task-based interaction. Findings for the amount of negotiation in all groups showed that VidCMC and FTF were quite similar but for AudCMC was somewhat higher from those two. It is still a fact that learners negotiated for meaning of the lexical items regardless of the group they were in. The research explained the target lexical items triggered the vast majority of negotiation routines in both VidCMC and AudCMC (OCMC). AudCMC dyads were different from others and also from FTF that they did not seem to be able to negotiate the exact meaning of the target words negotiated.
Global indicators are found in which it occurs when the trigger is not specifically identified. In addition, the types of response given by speakers were the vital element in the negotiation routines. Thus, these responses are the key to develop language accusation to occur. The use of visual cues (like signs) in the AudCMC dyads seems not to be ideal for L2 learning.
Emphasizing the importance of material sources (like computer, headset, etc) play an important role in the CMC context. Students using CMC tends to use more complex and longer text than FTF as they have more confidence expressing their ideas as their identity remain unknown rather than using FTF. However, the use of visual cues such as sign does not appear to lead to success in the negotiation outcome. Eventually, OCMC provide learners with input modification, feedback and opportunities to produce output through negotiation.
PART B
Computer as Tutor, Tool and Pupil
Since 1960s, computer has been used for language teaching and within these years, there are three stages of Computer Assisted Language Learning which are Behaviouristic CALL, Communicative CALL and Integrative CALL. However, based on understanding and research, the journal written by Inigo Yanguas on Oral Computer-Mediated Interaction between L2 Learners shows that the structure is an Integrative Call in which computer is used as a tool.
This is because the study is a task based, synchronous oral computer-mediated communication also known as CMC in which real time communication are accomplished using special chat software programs, Skype. The task given was to complete a jigsaw style puzzle that drive learners to communicate and share information to achieve the goal. Another task is interaction between students to prepare for a program such as ‘The Amazing Race’. The entire task is done via computer in which computer is used as a tool of communication. Basically, the research emphasized on learner-learner interaction.
Based on the research, Audio CMC is less efficient for interaction between learners because non-verbal cues are unavailable to be used unlike Video CMC and FTF which learners are able to see and interpret non-verbal cues. However, it is said that learners like to stay anonymous by using Audio CMC. These processes are ideal because people can now communicate and learn from native speakers around the world through video-chat software such as Skype, Yahoo Messenger and MSN.
Product Vs Process Oriented
When it comes to writing, there are two prevailing theories which are process oriented and product oriented. Process oriented focuses on own understanding whereby product oriented are when writing are used as a way of communicating in which clarity to readers. Basically, in the research by Inigo Yanguas on Oral Computer-Mediated Interaction between L2 Learners, there are no used of writings. However, when they produce idea, the message they used must be product oriented in order for the receiver to easily understand and interpret the message.
Based on the task given, learners are needed to share information to complete a jigsaw and also produce idea on how to conduct a program. Therefore, the idea they produce and the information that needed to be share must be transmitted to the receiver with a product oriented method so that receiver are able to interpret and understand the message.
Discovery Learning
This principle was first outlined by a psychologist and cognitive learning theorist Jerome Bruner (1967) in a book about how people construct knowledge based on prior experiences. The goals of discovery learning are to promoting a “deep” understanding, developing meta-cognitive skills, and encouraging a high level of student engagement.
In related to this research, participants are needed to solve problems using three ways and this is suitable with discovery learning theory because in discovery learning theory learning is active and students must participate in hands- on and problem – solving activities plus the need of encouraging mastery and application .Therefore, learners learned from failure and the most important part is feedback because it will allows learners to develop deeper understanding.
The participants given the method to communicate with their partners which is oral CMC and the task given was about solving problems and experience, it matches well with the characteristics of discovery learning. Plus, using oral CMC, participants can give their response and feedback about the task with their partner and this can improve their knowledge and their language at the same time.
Learner- centered
This principle focus on the development of a learner’s comprehension and expertise where it is important to learner to be expert or familiar with tools that will be used in dealing with the task given to them where in this case, those participants will use oral CMC like VideoCMC, AudioCMC and also FTF. They need to familiarize themselves with those tools so that they will be able to solve the problems. The benefits of learner- centered are learners will have to give extra focus in language they used so that their partners will understand them.
Besides, this research also fulfill what is needed in learner –centered characteristics where students can evaluate about their progress themselves and they also can answer to each other’s questions and this suits well with this research where these participants need to focus on language and tools given to them so they can gain benefits by being an expert relating to technology and at the same time maintain their interest in language they learned.
Authentic Use of Language
Language is very important because it functioning as a tool to spread the message from sender to the receiver. Language can make each other become much closer and language also can tear apart one relationship, so it is very important to use authentic language because everything is depends on the language. When Inigo Yanguas assigned those participants with their task which is to solve the jigsaw, indirectly it means that those participants need to use the correct language or terms so that their partners will understand what their message is.
In this research however, there are participants that used visual cues in order to give signals or message to their partners and this action would not give benefit to them because they do not have to use language even though there are in language class but that percentage is not high and only AudiCMC ables to do that and overall finding for this research is that oral CMC is good to be used in teaching language.
