ESL STUDENTS' COMPUTER-MEDIATED COMMUNICATION PRACTICES: CONTEXT CONFIGURATION
This paper examines how context is configured in ESL students’ language learning practices through computer-mediated communication (CMC). Specifically, I focus on how a group of ESL students jointly constructed the context of their CMC activities through interactional patterns and norms, and how con...
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| Format: | Article |
| Language: | English |
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National Foreign Language Resource Center
2006-09-01
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| Series: | Language Learning and Technology |
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| Online Access: | http://llt.msu.edu/vol10num3/pdf/shin.pdf |
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| _version_ | 1849415108292247552 |
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| author | Dong-Shin Shin |
| author_facet | Dong-Shin Shin |
| author_sort | Dong-Shin Shin |
| collection | DOAJ |
| description | This paper examines how context is configured in ESL students’ language learning practices through computer-mediated communication (CMC). Specifically, I focus on how a group of ESL students jointly constructed the context of their CMC activities through interactional patterns and norms, and how configured affordances within the CMC environment mediated their learning experiences. After a brief review of relevant studies of CMC in the literature, I discuss ecological perspectives of language learning as a core construct of this study, to explain contextual fluidity in relation to learners’ agency in their learning. Next, I present an ethnographic study of how members of an ESL class constructed a community of social practices through synchronous CMC. The findings indicate that (a) the constructed interactional patterns and norms of the students’ CMC activities represented group dynamics among the participants, (b) the participants’ roles in joint construction of the activities reflected their language socialization experiences, and (c) the activities provided a way for spousal participants to assume academic identities, while becoming a social space for academic gatherings. This study highlights the fluidity of CMC language learning contexts; fluid contexts entail learners’ agency in dialogic engagements with the contextual elements of the learning environment as language socialization processes. |
| format | Article |
| id | doaj-art-62d495c2207e4c4d8a1e6e929634f308 |
| institution | Kabale University |
| issn | 1094-3501 |
| language | English |
| publishDate | 2006-09-01 |
| publisher | National Foreign Language Resource Center |
| record_format | Article |
| series | Language Learning and Technology |
| spelling | doaj-art-62d495c2207e4c4d8a1e6e929634f3082025-08-20T03:33:38ZengNational Foreign Language Resource CenterLanguage Learning and Technology1094-35012006-09-011036584ESL STUDENTS' COMPUTER-MEDIATED COMMUNICATION PRACTICES: CONTEXT CONFIGURATIONDong-Shin ShinThis paper examines how context is configured in ESL students’ language learning practices through computer-mediated communication (CMC). Specifically, I focus on how a group of ESL students jointly constructed the context of their CMC activities through interactional patterns and norms, and how configured affordances within the CMC environment mediated their learning experiences. After a brief review of relevant studies of CMC in the literature, I discuss ecological perspectives of language learning as a core construct of this study, to explain contextual fluidity in relation to learners’ agency in their learning. Next, I present an ethnographic study of how members of an ESL class constructed a community of social practices through synchronous CMC. The findings indicate that (a) the constructed interactional patterns and norms of the students’ CMC activities represented group dynamics among the participants, (b) the participants’ roles in joint construction of the activities reflected their language socialization experiences, and (c) the activities provided a way for spousal participants to assume academic identities, while becoming a social space for academic gatherings. This study highlights the fluidity of CMC language learning contexts; fluid contexts entail learners’ agency in dialogic engagements with the contextual elements of the learning environment as language socialization processes.http://llt.msu.edu/vol10num3/pdf/shin.pdfComputer-Mediated CommunicationDiscourse AnalysisLiteracySocial ContextComputer-Assisted Language Learning |
| spellingShingle | Dong-Shin Shin ESL STUDENTS' COMPUTER-MEDIATED COMMUNICATION PRACTICES: CONTEXT CONFIGURATION Language Learning and Technology Computer-Mediated Communication Discourse Analysis Literacy Social Context Computer-Assisted Language Learning |
| title | ESL STUDENTS' COMPUTER-MEDIATED COMMUNICATION PRACTICES: CONTEXT CONFIGURATION |
| title_full | ESL STUDENTS' COMPUTER-MEDIATED COMMUNICATION PRACTICES: CONTEXT CONFIGURATION |
| title_fullStr | ESL STUDENTS' COMPUTER-MEDIATED COMMUNICATION PRACTICES: CONTEXT CONFIGURATION |
| title_full_unstemmed | ESL STUDENTS' COMPUTER-MEDIATED COMMUNICATION PRACTICES: CONTEXT CONFIGURATION |
| title_short | ESL STUDENTS' COMPUTER-MEDIATED COMMUNICATION PRACTICES: CONTEXT CONFIGURATION |
| title_sort | esl students computer mediated communication practices context configuration |
| topic | Computer-Mediated Communication Discourse Analysis Literacy Social Context Computer-Assisted Language Learning |
| url | http://llt.msu.edu/vol10num3/pdf/shin.pdf |
| work_keys_str_mv | AT dongshinshin eslstudentscomputermediatedcommunicationpracticescontextconfiguration |