CHAPTER 1
INTRODUCTION
1.1
Background and Rationale
An examination
of the intersection between technology and language learning is an overwhelming
endeavor. In narrowing the scope of this
general topic it is perhaps better to examine the intersection of emergent
technologies and language learning, whereby we can elaborate on the specific
pertinent technologies. This can
effectively undergo a binary division, between CALL (computer assisted language
learning) and MALL (mobile [device] assisted language learning). Yet this is only one of other possible
divisions, as CALL offers elements such as CMC (computer mediated
communication), virtual worlds, and gaming.
Within the literature, while MALL is typically considered a
learner-centered (class and ‘teacherless’) modality, CALL, in the majority of
the literature, is examined as an element within an educationally defined
setting. With regards to technology,
this review will focus on CALL rather than MALL.
Without
exception, authors of studies related to CALL have positive, optimistic things
to say about the current state and the future of technology-enhanced or
mediated language learning. Studies fall
into both qualitative and quantitative categories, and some of the documents
referenced in this literature review are themselves literature reviews. As this is a constantly emerging field, many
studies effectively try to broadly define ‘state-of-the-art’ at the time of
publication, to the detriment of delving deeper into any singular, particular
aspect. Others however involve esoteric
examinations of single aspects of one specific modality.
What most of the
literature shares in common however is that it is relegated to an etic
approach, a teacher’s rather than a learner’s view, towards the usefulness of various
media in language learning. While this
research will examine a broad scope of related technologies, the focus will be
on CALL, and more specifically, Internet-mediated experiences, but[H1] from the perspective of
MALL in the sense that it is in search of the emic, autonomous (‘teacherless’)
learner-centered learning experiences engendered.
1.2 Objectives of the
Study
(Research Questions)
This research was
carried out in search of emic, autonomous (‘teacherless’) learner-centered
learning experiences engendered through Internet-mediated experiences. The goal, or framework of this research, was
to address these three questions:
Firstly, from the emic perspective, in the process of non-instructed,
Internet-mediated L2 activity, what activities enable agency [H2] and best encapsulate the
elements of both play and positive affect while leading to L2
acquisition? ‘Internet-mediated L2 activities’ includes a
broad spectrum of modalities available for L2 activity on the Internet, ranging
from chat to blogging, games, and others, as will be discussed further in the
literature review portion of this document.
The focus here is both on gaining insights into the mechanisms of the
technology and the user experience of such technologies. [H3] Secondly, does this emic
perspective differ depending on the specific L2 being acquired through
non-instructed, Internet-mediated L2 activity, and do similarities also
occur? The two L2 being examined here
are Thai and English. The link
between these two questions lies in the conjecture that the L2 acquisition
process, regardless of the target L2, basically proceeds in a similar
fashion. The intersection of these two
research questions should serve to shed light on whether this conjecture also
holds true for L2 acquisition in an Internet-mediated environment. If some differences do exist, these can then
be seen as areas in which any conclusions regarding Thai L2 acquisition may not
be transferrable to English L2 acquisition, and vice versa. It may also be interesting to consider
whether such possible differences result from differences in the target L2, or
differences in the cultural and technical knowledge backgrounds of the
participants. If similarities exist in
some areas, these may be areas in which any observations or conclusions are
transferable and applicable to any L2[H4] .[H5]
1.3 Scope of the Study
There were two
aspects to the research, each serving slightly differing objectives. The first involved surveys and interviews of
both English and Thai language learners in order to gain insight into the means
by which they experience L2 language use and learning through Internet-mediated
experiences, as well as the emotional character of those experiences. The second involved the examination from an emic perspective the
researcher’s second language (Thai) learning experience through Internet
mediation (using both mobile device and computer). The time frame for this research was a two [H6] month period.
The areas of focus for both aspects of this study were particularly in
regards to discovering and documenting which varieties of internet-mediated
language-use experience generate 1. the greatest amount of positive affect, and 2. the deepest sense of both agency and
play, while contributing towards
language acquisition. In seeking the greatest
usefulness of data generated through the two aspects of research, I not only
compare and contrast, but also look for similar themes between online L2
learning experiences, in English or Thai, using the different instruments for
triangulation of data.
Because of the nature of the research,
study location is irrelevant. The
relevance to this research regarding location is that it be conducted by means
of Internet, on a computer or mobile device with Thai font capacity (e.g. Thai
Windows platform installed) and, in the case of MMOGs, on a local Thai
server. Regardless, the researcher
conducted the bulk of his research in Chiang Mai, Thailand.
1.4 Significance of
the Study
Such a study,
regardless of the specific L2 pursued, has a number of significant implications
for the field of TESOL as a whole. First
of all, it adds to the body of knowledge regarding agency and positive effect
in relation to L2 acquisition experiences, thus pointing both teachers and
learners towards the keys for more affective and effective learning. Secondly, such a study sheds light on whether
Internet-mediated environments can leverage both play and learner agency,
providing possibly more, or better, learning experiences than those available
in traditional classroom settings.
Finally, such a study points towards greater knowledge in the pursuit of
providing ideal Internet-mediated learning experiences, both independent of and
mediated by a teacher, for learners of all abilities and styles, and possibly
towards new play and game oriented classroom methodologies as well. The first aspect of the study gauges the
possibility of any broad differences (or demonstrates similarities) between
Internet-mediated L2 acquisition in English and Thai; and the second provides
deep, rich and nuanced insights into such experience.
Internet-mediated experiences – any experience achieved through use of the Internet,
either by computer (desktop, laptop), or mobile device (hand phone, tablet). For the purposes of this study, the emphasis
is on any such experiences which primarily occur through, rely on, or make use
of the second language (from here on, L2) (Thai or English) as a medium for
instruction, communication, consumption, creation or play.
Positive affect – refers to positive emotion, in all forms. While this study aims to identify possible
triggers of positive affect, I also make note of occurrences of negative
affect, possibly pointing towards the experiential or technical deficiencies
that trigger them.
Play – While a definition of play is highly elusive, I follow a
combination of criteria for play as outlined by a number of authors. These comprise five freedoms noted by
Klopfer, Osterwell and Salen (2009): “1.
freedom to fail; 2. freedom to experiment; 3. freedom to fashion identities; 4.
freedom of effort; and 5. freedom of interpretation” (4) Additionally, I make use of the concepts of
play as a point midway between freedom and boredom, and as an activity
characterized by the phenomenon of flow experience (Csikszentmihályi,
1971, 2007)
Agency – for the purposes of this
study I define agency as a sixth freedom:
the participant’s freedom to participate when and how he wishes.
Learner – while a ‘learner’ might
normally be considered one actively and consciously engaged in the process of
learning, in this study I have broadened this definition to also include those
persons involved in activities in which one may simply be using their L2
online, for communicative or other purposes, and not consider themselves in an
active learning phase at the time.
Conjecture – as it is used in the
third research question, conjecture is not merely guesswork, but rather “the
products of creative imagination” (Deutsch, 2011, p. 26), and “the real source
of our theories” (ibid, 32), thus, a starting point for potential new
knowledge.
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