Degree Type

Dissertation

Date of Award

2007

Degree Name

Doctor of Philosophy

Department

Curriculum and Instruction

First Advisor

Donna Merkley

Second Advisor

Carol Chapelle

Abstract

Technology has proven itself as a valuable contribution to educational practices when used in a pedagogically sound manner. In this quasi-experimental study using the Interaction Hypothesis as a theoretical framework, 11 intermediate college-level learners of French and Russian and prospective language teachers had six 30-minute synchronous online chat sessions completing communicative tasks. Using a mixed-methods approach, both quantitative and qualitative data were included in the analysis. The study provides evidence for the positive effect of synchronous computer-mediated communication on second language vocabulary acquisition and prospective teachers' professional development, and underlines the importance of scaffolding in online environments. Vocabulary gains of the language learners did not hold up over a two-week period, and there was a weak relationship between uptake outcome and vocabulary acquisition.

DOI

https://doi.org/10.31274/rtd-180813-16718

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu/

Copyright Owner

Mehmet Sahin

Language

en

Proquest ID

AAI3259440

OCLC Number

166348108

ISBN

9781109972481

File Format

application/pdf

File Size

197 pages

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