Digital News Stories: Building Language Learners' Content Knowledge and Speaking Skills.
Digital News Stories: Building Language Learners' Content Knowledge and Speaking Skills.
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数字新闻故事：培养语言学习者的内容知识和口语技能。
DOI：
10.1111/flan.12084
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Lina Lee
中科院分区：
文献类型：
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作者：
Lina Lee
翻译后摘要：本研究探讨了如何使用数字新闻故事促进内容知识和口语技能的发展。这项研究涉及15名高级西班牙语学生，他们使用交互式多媒体工具VoiceThread在一个学期的课程中创建和交换有关时事的数字新闻。对从调查后、转录的数字录音、博客反思和最终采访中收集的定量和定性数据进行了分析。数据显示，数字新闻使学生能够用自己的声音进行自我表达和自我反思，社会互动有助于建立一种社区意识，学生们通过提供新的想法和对彼此写作的反馈来相互支持。此外，学生们还获得了多种识字技能，并进一步提高了他们的口语流利程度。研究结果还表明，精心设计的任务是至关重要的，教师的指导是必要的，以促进批判性reflection.Key词：异步计算机介导的通信，内容知识，数字新闻故事，口语技能，任务designIntroductionThe Web 2.0 technology 1的到来带来了新的层面，外语学习和学习者提供了新的途径，探索功能使用的目标语言。由于在有限的面对面上课时间内帮助学生发展交际语言技能具有挑战性，语言从业者已经采用计算机介导的沟通（CMC）技术，以最大限度地利用课堂墙壁之外的目标语言（Guth & Helm，2010; Kessler，2013; Rosell]阿吉拉尔，2013）。除了传统的面对面教学外，CMC不仅提供个性化的，而且还提供协作和引人入胜的环境，让学习者一起创造，分享和建立第二语言知识。因此，学习者获得语言能力并提高他们的口语技能（Lee，2010; Levy & Stockwell，2006; Lys，2013; Sun，2009; Thorne & Reinhardt，2008; Volle，2005）。有了CMC，学生有更平等的机会参与讨论，比面对面互动更不焦虑，更有信心表达自己（例如，Arnold & Ducate，2006; Leahy，2008; Sun，2009）。根据Lee（2011）的说法，CMC促进了学习者的自主性，因为学生在虚拟学习社区中积极参与决策和解决问题。与实时CMC（如网络聊天和音频视频会议）不同，异步CMC（如维基、博客和播客）让学习者按照自己的节奏构建第二语言知识，并在没有时间压力的情况下反思内容。因此，学生往往更善于反思，从而产生更深思熟虑的反应（例如，Kitade，2008）。然而，异步CMC可能不会鼓励社会存在和社区建设，因为缺乏时间戳，学生由于缺乏自律而无法有效利用时间，以及人际沟通不足（Rourke & Kanuka，2009; Rovai，2002）。这项研究探讨了CMC.digital讲故事的一种形式。并试图确定数字新闻故事的创作如何与四项技能相结合，以任务为基础的综合方法2促进学习者内容知识的发展和口语发展。特别是，这项研究解决了从社会文化perspectives. Review的异步CMC同行评论的影响LiteratureDigital故事创建的媒体，包括图像，音频和视频元素的混合物。与其他异步CMC技术一样，数字讲故事越来越多地用于教学目的，包括第二语言学习（Alameen，2011; Barrett，2006; Lambert，2007; Ohler，2008; Reinders，2011）。从个人叙述到历史事件的叙述和广泛的课程相关主题的讨论，数字讲故事赋予学习者权力，让他们在开放和互动的环境中分享和交流他们的观点（Gregorisignes，2008年; Robin，2008年; Sadik，2008年）。…
Abstract: The study explored how the use of digital news stories promoted the development of content knowledge and oral language skills. The study involved 15 advanced Spanish students who used VoiceThread, an interactive multimedia tool, to create and exchange digital news regarding current events over the course of one semester. Both quantitative and qualitative data collected from post-surveys, transcribed digital recordings, blog reflections, and final interviews were analyzed. Data showed that digital news empowered students to use their own voices for self-expression and self-reflection and that social interaction helped establish a sense of community in which students supported each other by offering new ideas and feedback on each other's writing. In addition, students gained multi-literacy skills and further improved their speaking fluency. The findings also suggest that well-designed tasks are vital and that the instructor's guidance is needed to facilitate critical reflection.Key words: asynchronous computer-mediated communication, content knowledge, digital news stories, speaking skills, task designIntroductionThe advent of Web 2.0 technology1 brought new dimensions to foreign language learning and afforded learners new avenues to explore functional use of the target language. Because it is challenging to help students develop communicative language skills during limited face]to]face class time, language practitioners have embraced computer]mediated communication (CMC) technology to maximize use of the target language beyond the classroom walls (Guth & Helm, 2010; Kessler, 2013; Rosell]Aguilar, 2013). In addition to the traditional face]to]face instruction, CMC provides not only a personalized but also a collaborative and engaging setting where learners create, share, and build second language knowledge together. As a result, learners gain language competence and increase their oral skills (Lee, 2010; Levy & Stockwell, 2006; Lys, 2013; Sun, 2009; Thorne & Reinhardt, 2008; Volle, 2005). With CMC, students have a more equal opportunity to contribute to the discussion and feel less anxious as well as more confident in expressing themselves than with face]to]face interaction (e.g., Arnold & Ducate, 2006; Leahy, 2008; Sun, 2009). According to Lee (2011), CMC fosters learner autonomy, as students take an active part in decision making and problem solving within a virtual learning community. Unlike realtime CMC, such as Web chat and audiovideo conferencing, asynchronous CMC, such as wikis, blogs, and podcasts, engages learners in constructing second language knowledge at their own pace and reflecting on content without time pressure. Students thus tend to be more reflective and thus produce more thoughtful responses (e.g., Kitade, 2008). However, asynchronous CMC may not encourage social presence and community building due to lack of a timestamp, students' ineffective use of time due to lack of self]discipline, and insufficient interpersonal communication (Rourke & Kanuka, 2009; Rovai, 2002). This study addressed one form of CMC.digital storytelling. and sought to determine how the creation of digital news stories in conjunction with a four]skills, integrated approach to task]based instruction2 promoted the development of learners' content knowledge and oral language development. In particular, the study addressed the effects of peer comments on asynchronous CMC from sociocultural perspectives.Review of LiteratureDigital stories are created with a mixture of media, including images, audio, and video elements. Like other asynchronous CMC technology, digital storytelling has been increasingly used for instructional purposes, including second language learning (Alameen, 2011; Barrett, 2006; Lambert, 2007; Ohler, 2008; Reinders, 2011). From personal narratives to accounts of historical events and discussions of a wide range of course]related topics, digital storytelling empowers learners by giving them voices to share and exchange their views in an open and interactive environment (Gregori]Signes, 2008; Robin, 2008; Sadik, 2008). …