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Computer-mediated communication: a vehicle for field-of-study work and motivation in the Quebec CEGEP second language classroom

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Computer-mediated communication: a vehicle for field-of-study work and motivation in the Quebec CEGEP second language classroom

Orton, Caroline Elizabeth (2004) Computer-mediated communication: a vehicle for field-of-study work and motivation in the Quebec CEGEP second language classroom. Masters thesis, Concordia University.

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Abstract

The objective of this thesis was to explore a potential computer-mediated communication (CMC) solution to two problems facing English-as-a-second-language CEGEP teachers. Firstly, teachers who are required to have a field-of-study component in their courses often place students in groups for field-of-study projects. Yet, classes contain many students who are alone in their programs. Secondly, some students lack motivation for learning a second language, which affects their ability to achieve successful learning outcomes. Three hypotheses were tested in a quasi-experimental study with three experimental and two comparison groups. They were: (1) Using a CMC bulletin board (BB) will provide students with sufficient partners in their fields to enable them to fulfill the course's field-of-study component. (2) Participants engaged in group tasks by BB will be more motivated than participants engaged in similar group tasks face-to-face. (3) Learning outcomes will be higher for participants engaged in group tasks by BB than for participants engaged in similar group tasks face-to-face. These hypotheses were not confirmed. Nevertheless, CMC provided some students with field-of-study partners they would not otherwise have had. It also connected students from different English classes, who continued to work together. Finally, using CMC in the English-as-a-second-language classroom is a viable alternative to using traditional methods in that it leads to similar levels of motivation and language learning success. However, a CMC modality should be used with sound pedagogical goals in mind, for activities which require it, and it should not be assumed to be more motivating for students than face-to-face work.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Orton, Caroline Elizabeth
Pagination:x, 2001 leaves : ill. ; 29 cm.
Institution:Concordia University
Degree Name:M.A.
Program:Education
Date:2004
Thesis Supervisor(s):White, Joanna
ID Code:8374
Deposited By:Concordia University Libraries
Deposited On:18 Aug 2011 14:23
Last Modified:18 Aug 2011 14:23
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