(PDF) Exploring the affordances of WeChat for... - 2 views
www.researchgate.net/...-synchronous_language_exchange
carlatech18 web2.0 synchronouslearning education language socialnetworking
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Web 2.0 as “a second generation, or more personalised, communicative form of the World Wide Web that emphasises active participation, connectivity, collaboration and sharing of knowledge and ideas among users
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there is a longer time lag between sending and receiving text messages or audio files via the chat facility, although both parties are online at the same time. We thus coined a new phrase to capture the speed of such interaction, semi-synchronous, which is under investigation in this research.
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there is a tendency to not reach the stage of resolution in online asynchronous text-based discussion
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It was hypothesised that, in comparison to synchronous conversations, more accurate output would be generated in semi-synchronous dialogues, as this would allow students with a little more time to organise their output while waiting for their partner’s responses. Furthermore, we hoped that semi-synchronous interaction would function as scaffolding for synchronous conversation, as most of the participants had not yet achieved an advanced level of speaking proficiency in their target languages.
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check their WeChat messages at least once a day and reply as soon as possible; • learn to be a helpful tutor and provide as much feedback as possible; • ask their language partner to repeat and/or explain anything they did not understand; • ask their language partner to express the same thing in different words, if failing to understand; • not be afraid of making mistakes; • correct each other’s mistakes; and • speak clearly at a normal speed.
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suggested that tasks “start from specific questions to more open-ended discussion” as students became more familiar with each other and with the learning environment.
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the majority of students preferred the recorded speech and the writing task in comparison to the semi-synchronous conversation