The Open UniversitySkip to content
 

Interaction patterns in synchronous Chinese tutorials

Shi, Lijing and Stickler, Ursula (2018). Interaction patterns in synchronous Chinese tutorials. Innovation in Language Learning and Teaching, 12(1) pp. 6–23.

DOI (Digital Object Identifier) Link: https://doi.org/10.1080/17501229.2018.1418612
Google Scholar: Look up in Google Scholar

Abstract

Speaking in Chinese is problematic for all learners, particularly for beginners and more so during online interaction. Despite the fact that interaction has been identified as crucial for the development of speaking skills, it can be hindered by students’ lack of language competence or their anxiety. Teacher-centred practices in tutorials can further limit the opportunity for learners to speak. In an attempt to identify the best ways of supporting online speaking practice, this research explores the interaction patterns between the learners and teachers of Chinese during online synchronous tutorials. Five recordings of Beginners’ online Chinese tutorials in small groups have been analysed using social network analysis. The fact that teaching content and tasks remain similar across all instances, allows the researchers to compare interaction patterns and to find the deciding factors in forming interaction patterns. All the following can play a role: language, skills level, task, and individual teacher style. The findings reveal common practices in the teaching of Chinese speaking skills; and can inform training for online language teachers, enhancing their ability to modify interaction patterns and scaffold students’ speaking online.

Item Type: Journal Item
Copyright Holders: 2018 Informa UK Limited
ISSN: 1750-1237
Keywords: interaction patterns; synchronous online tutorials; speaking Chinese; social network analysis
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 53040
Depositing User: Ursula Stickler
Date Deposited: 30 Jan 2018 16:17
Last Modified: 06 Jul 2019 20:16
URI: http://oro.open.ac.uk/id/eprint/53040
Share this page:

Metrics

Altmetrics from Altmetric

Citations from Dimensions

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU