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postgraduate thesis: Computer-mediated communication as an activity system: an investigation into S.3 students' learning experiencesvia online interaction in a dynamic assessment process

TitleComputer-mediated communication as an activity system: an investigation into S.3 students' learning experiencesvia online interaction in a dynamic assessment process
Authors
Issue Date2011
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Choi, W. B. [蔡蘊妮]. (2011). Computer-mediated communication as an activity system : an investigation into S.3 students' learning experiences via online interaction in a dynamic assessment process. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836584
AbstractThis study was an attempt to search for tools which can encourage students with very low English proficiency level and low motivational force to participate in meaningful language-related activities in order to master basic grammatical rules in a dynamic assessment process so as to pave way for the implementation of Task-Based Learning and Teaching (TBLT) in classrooms. The study took place at a local Band 3 CMI secondary school. There were five S.3 participants involved and 3 S.6 students were invited to be the tutors for these S.3 students. The main purpose of this study was to evaluate the effectiveness of computer-mediated communication (CMC) as well as graduated and contingent instructions in helping weaker students learn English. Results of the study support that CMC together with graduated and contingent assistance in a dynamic assessment process do encourage weaker students to engage in language-related activities. At the beginning of the study, all S.3 participants demonstrated disinterest in learning English owing to their disconnection with their immediate learning context. Yet, the tools involved in the study changed their attitude towards learning English by helping these S.3 participants develop agency, which is deemed important in the learning process, during the course of the study. The study also reaffirms that the interaction between a mediator and a learner must be built upon a common ground. That said, the study reconfirms that the common ground should centre on the learner’s Zoneof Proximal Development (ZPD). In a nutshell, TBLT is beyond doubt a sound pedagogical paradigm to help learners develop their communicative competence. Notwithstanding, appropriate task-supporting approach should be adopted to help weaker students.
DegreeMaster of Education
SubjectEnglish language - Study and teaching (Secondary) - Computer-assisted instruction. - China - Hong Kong
Dept/ProgramEducation

 

DC FieldValueLanguage
dc.contributor.authorChoi, Wan-ni, Brenda.-
dc.contributor.author蔡蘊妮.-
dc.date.issued2011-
dc.identifier.citationChoi, W. B. [蔡蘊妮]. (2011). Computer-mediated communication as an activity system : an investigation into S.3 students' learning experiences via online interaction in a dynamic assessment process. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4836584-
dc.description.abstractThis study was an attempt to search for tools which can encourage students with very low English proficiency level and low motivational force to participate in meaningful language-related activities in order to master basic grammatical rules in a dynamic assessment process so as to pave way for the implementation of Task-Based Learning and Teaching (TBLT) in classrooms. The study took place at a local Band 3 CMI secondary school. There were five S.3 participants involved and 3 S.6 students were invited to be the tutors for these S.3 students. The main purpose of this study was to evaluate the effectiveness of computer-mediated communication (CMC) as well as graduated and contingent instructions in helping weaker students learn English. Results of the study support that CMC together with graduated and contingent assistance in a dynamic assessment process do encourage weaker students to engage in language-related activities. At the beginning of the study, all S.3 participants demonstrated disinterest in learning English owing to their disconnection with their immediate learning context. Yet, the tools involved in the study changed their attitude towards learning English by helping these S.3 participants develop agency, which is deemed important in the learning process, during the course of the study. The study also reaffirms that the interaction between a mediator and a learner must be built upon a common ground. That said, the study reconfirms that the common ground should centre on the learner’s Zoneof Proximal Development (ZPD). In a nutshell, TBLT is beyond doubt a sound pedagogical paradigm to help learners develop their communicative competence. Notwithstanding, appropriate task-supporting approach should be adopted to help weaker students.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.source.urihttp://hub.hku.hk/bib/B48365841-
dc.subject.lcshEnglish language - Study and teaching (Secondary) - Computer-assisted instruction. - China - Hong Kong-
dc.titleComputer-mediated communication as an activity system: an investigation into S.3 students' learning experiencesvia online interaction in a dynamic assessment process-
dc.typePG_Thesis-
dc.identifier.hkulb4836584-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b4836584-
dc.date.hkucongregation2011-

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