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Using a virtual learning environment for the development of L2 academic reading

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posted on 28.03.2022, 14:48 authored by Andrew Bown
The use of a virtual learning environment is a common feature of language programs at colleges and universities worldwide, with the potential to support language development both inside and outside the classroom. This thesis takes a mixed-methods approach to investigate the support provided, via a virtual learning environment, to second language (L2) readers at two colleges of higher education in the United Arab Emirates (UAE). This support takes the form of elaborative feedback within online reading exercises, and post-reading computer-mediated synchronous discussions (CMSD). The first study, involving 71 students at Ras Al Khaimah Men's College, builds on previous research into elaborative feedback in two ways. Firstly, think-aloud protocols and retrospective interviews were utilized to examine how learners working independently interact with elaborative feedback while completing online reading comprehension exercises. Secondly, the study examined how strategic instruction in the use of elaborative feedback affects its usefulness. The results of two quasi-experiments showed no significant effect for elaborative feedback in comparison with knowledge-of-response feedback as an aid to reading comprehension, nor for the effect of strategy instruction on the usefulness of elaborative feedback. In contrast, findings from the qualitative analysis of think-aloud sessions, interviews and online surveys lend support to the use of elaborative feedback, suggesting that it can assist learners with text comprehension through rephrasing and through helping them to locate answers to comprehension questions within a text. The second study investigates the use of post-reading CMSD in combination with elaborative feedback with 202 students at Ras Al Khaimah Men's and Women's Colleges. It builds on previous research, as no previous studies had explored the use of postreading CMSD and elaborative feedback with Arab learners. While the results of a quasi-experiment showed no significant effect for post-reading CMSD on reading comprehension, the qualitative analysis of discussion room logs, interviews and online surveys suggests that such discussion can enhance L2 reading comprehension, and promote both negotiation for meaning and exploratory talk (Mercer, 1995). Furthermore, the analysis suggests that elaborative feedback can act as a useful support to such discussions.

History

Table of Contents

Chapter 1. Introduction -- Chapter 2. L2 reading -- Chapter 3. Computers and L2 reading -- Chapter 4. Elaborative feedback, strategy instruction and online reading comprehension -- Chapter 5. Elaborative feedback and computer-mediated synchronous discussion -- Chapter 6. Conclusions.

Notes

Theoretical thesis. Bibliography: pages 254-272

Awarding Institution

Macquarie University

Degree Type

Thesis PhD

Degree

PhD, Macquarie University, Faculty of Human Sciences, Department of Linguistics

Department, Centre or School

Department of Linguistics

Year of Award

2015

Principal Supervisor

Martina Mòˆllering

Additional Supervisor 1

Mehdi Riazi

Additional Supervisor 2

Geoff Brindley

Rights

Copyright Andrew Bown 2014. Copyright disclaimer: http://mq.edu.au/library/copyright

Language

English

Jurisdiction

United Arab Emirates

Extent

1 online resource (ix, 293 pages) tables

Former Identifiers

mq:72023 http://hdl.handle.net/1959.14/1280627