Negotiating meaning K: But I manage to study. F: I don’t understand manage. A: She is able to study. K:She makes time to study.

Q: Impact of input, modeling? vocabulary grammar: infinitive -model after error -doesn’t catch on

internships: loses at end field of concentration: repeats clarifies

Group consciousness input from all before new topic input from all before new topic

Multiple threads Ad censorship Ads catch attention What money use?

Student evaluations Helpful? Beneficial? YES  resumes  interaction native peers  daily life and culture  practice language  different opinions perspectives

Student evaluations Enjoyable? YES  new approach teaching learning (ESP)  opportunity direct, live contact peers  emotional qualifiers: cool fun looked forward

Student evaluations Achieve Goals? YES  learn about business culture directly from native speaking peers  improve communication skills by interacting with native speakers

Student evaluations Advice for the next group of students?  take seriously, take advantage opportunity (overwhelmingly)  prepare for class  be open, friendly, ask lots questions  try to get to know the people  make sure you know when things are due

Student evaluations Other issues (open ended)  want more chat, less discussion board  freedom to set own topics Chat culture influence? Would they say the same about readings? general syllabus of course?  workload, overload (other courses) - time, Specific questions  good group size 4-5  chats not too disorganized to follow (+facilitator, +familiarity)  instructors should not faciltiate chat (USA)  typing /computer skills hinder some (ESP)  access to computers (ESP)

Student evaluations What did you learn?  not skilled at answering this question survey format vs. reflective essay  few state language (slang, expressions)  often regurgitate the themes I learned to write a resume I learned about similarities and differences in resumes  choose topic - answers improved (specific info) INVISIBLE LEARNING chat logs, discussion board logs -- errors visible -- lack of comprehension visible -- correct language: already know? learn exchange? -- comprehension: already know? strategies? context? INVISIBLE LEARNING chat logs, discussion board logs -- errors visible -- lack of comprehension visible -- correct language: already know? learn exchange? -- comprehension: already know? strategies? context?

USA Instructor evaluation What did I learn/Why chat? Worth the time? Did students learn anything? Student accountability? Instructor feedback: amount, timely Grading Need for facilitators Students say they’re not afraid because don’t know person and grammar not graded No talking in class but blossomed

ESP Instructor observations Great motivation  students stayed after classes until 4pm  had to alter educational mindset - to weekly assignments (!) Truly enjoyed creating ad Appreciated new, dynamic, interactive approach Recognized, appreciated the instructor effort to provide this opportunity Added bonus computer skills, computer lingo only ENG Learned directly: I don’t think they will forget about discriminatory, illegal interview questions in USA, about US students financial situation on the one hand taking out loans and paying for their OWN education and on the other talking about their investments (unthinkable for Spanish students). Plagiarism : increase attention, adherence to citing sources

Observations / Issues Social chat vs academic discussion (influence chat genre)  participation without preparation  facilitator changes question, slow down  short, choppy sentences - superficial reluctance post in discussion board - reflective, in depth comments on evaluations: superficial discussions Orientation: acceptable posting/contribution  acknowledge, refer to previous postings  add your opinion, perspective  expand with examples, related info  ask question  NOTE: impact of threaded vs linear - group dynamics Integration chat - discussion board - chat sequence  problem: lack participation, repetition from chat, my opinion  clarify instructions, approach  may not improve until access improves

Observations / Issues (contd) Noticing language  in the content articles (lack of evidence in postings, creating worksheet)  follow up language analysis (individual, in class) Assignment vs Dialogue mentality (discussion board)  one-way hand in assignment and I’m done  it is the interaction, the dialogue that counts  submitting late; make-up assignment ??????????????? Maintain group throughout exchange  eval: get to know partner students  contribute to increased participation  limits exposure - alter task input from whole class, discussion among few  ask for each other in subsequent chats

Future possibilities? Speaking, pronunciation skills: Voice chatting More authentic, simulation tasks: Video Conferencing Collaborative project with an international team Discourse analysis: speech acts