Arab World English Journal (AWEJ) Special Issue on CALL Number 6. July 2020 Pp.278-289
Collaboration through Online Discussion Board: A Discourse Analysis of CALL in a
Normal University in China
Department of Education
Jiangsu Normal University, P.R.C.
Ever since the COVID-19 pandemic, all students take courses online in Mainland China at the beginning of the semester. The discourse for communication online is important for a successful course. In this study, the online discussion board assignment of a college graduate course was analyzed for the discourse patterns based on Vygotsky’s Cultural-historical theories that are more pragmatic than linguistics (Wertsch, 1990) and miss communication between students (Forman & McCormick, 1995). The course was taught and communicated in all-English. Participants are first-year graduate students in one Normal University in Northern Jiangsu Province in China. Data were generated based on a discourse analysis qualitative research and analyzed using the histogram and qualitative discourse pattern analysis. Findings for the histogram showed a late assignment submission, while more than half of students submitted during the final three days while having 11 days to finish. Patterns of responding were discussed in “questions with most responses” and “questions with no response.” The open-ended questions allow respondents to utilize knowledge previously acquired as mediation for further discussions, while close-ended questions received a pattern of the contribution of degrading. Questions with no responses were mostly posted during the final two days. The discourse pattern of online discussion boards, thus manifested itself as a mediation tool for idea exchange not only online for peer evaluation but also self-evaluation.
Keywords: CALL, Cultural-historical Theory, EFL, Online Discussion Board, Vygotsky
Cite as: Hsu, C. (2020). Collaboration through Online Discussion Board: A Discourse Analysis of CALL in a Normal University in China. Arab World English Journal (AWEJ) Special Issue on CALL (6). 278-289. DOI: https://dx.doi.org/10.24093/awej/call6.18
Bahari, A. (2019). FonF practice model from theory to practice: CALL via focus on form approach and nonlinear dynamic motivation to develop listening and speaking proficiency. Computers & Education, 130, 40-58.
Donaldson, R. P., & Haggstrom, M. A. (2006). Changing language education through CALL. London and New York: Routledge.
Driscoll, M. P. (2000). Psychology of learning for instruction. Boston: Allyn and Bacon.
Forman, E. A., & McCormick, D. E. (1995). Discourse analysis: A sociocultural perspective. Remedial and Special Education, 16(3), 150-158. doi:10.1177/074193259501600304
Gee, J. P., Michaels, S., & O’Connor, M. C. (1992). Discourse Analysis» en Margaret LeCompte, Wendy Millroy y Judith Preissle (eds.) The Handbook of Qualitative Research in Education: San Diego: Academic Press.
Greenleaf, J. G. (2011, 2011). Implementing computer-assisted language learning in the teaching of second language listening skills. All Theses, Dissertations, and Other Capstone Projects. Retrieved from https://cornerstone.lib.mnsu.edu/etds/275
Jarvis, H., & Achilleos, M. (2013). From Computer Assisted Language Learning (CALL) to Mobile Assisted Language Use (MALU). Tesl-ej, 16(4), n4.
Jonassen, D., & Remidez Jr, H. (2005). Mapping alternative discourse structures onto computer conferences. International Journal of Knowledge and Learning, 1(1-2), 113-129. doi:10.1504/IJKL.2005.006254
Kadir, Z. A., Maros, M., & Hamid, B. A. (2013). Linguistic features in the online discussion forums. International Journal of Social Science and Humanity, 2(3), 276-281. doi:10.7763/IJSSH.2012.V2.109
Khansir, A. A., & Dashti, J. G. (2014). The Effect of Question-Generation Strategy on Iranian EFL Learners’ Reading Comprehension Development. English Language Teaching, 7(4), 38-45.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook: sage.
Panahandeh, E., & Asl, S. E. (2014). The effect of planning and monitoring as metacognitive strategies on Iranian EFL learners’ argumentative writing accuracy. Procedia-Social and Behavioral Sciences, 98, 1409-1416.
Shokrpour, N., Mirshekari, Z., Moslehi, S., & POPESCU, M. (2019). Learning vocabulary electronically: Does computer assisted language learning (CALL) instruction have any impacts on iranian efl learners? Cogent Education, 6(1), 1702827.
UNESCO. (2020). School closures caused by Coronavirus (COVID-19). Retrieved from https://en.unesco.org/covid19/educationresponse
Vygotsky, L. S. (1978). Mind in society : the development of higher psychological processes (M. Cole, Trans.). Cambridge: Harvard University Press.
Wertsch, J. V. (1990). The voice of rationality in a sociocultural approach to mind. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of socio-historical psychology (pp. 111-126). Cambridge, United Kingdom: Cambridge University Press.
Yang, Y. (2010). Computer-assisted foreign language teaching: Theory and Practice. Journal of Language Teaching & Research, 1(6). doi:10.4304/jltr.1.6.909-912