Web-based hypertext writing for second language learning

© 2005 Dr. Gumock Jeon-EllisThis study investigated the process of creating webpages by L2 learners and the products of this process in a PrOCALL (project-oriented computer-assisted language learning) classroom, and explored their implications for language learning. The study setting was an intact French language classroom at the University of Melbourne where producing web-based webpages collaboratively was the main task for students to accomplish during a semester-long period. Five students in two groups were selected for the observation. Data sources included weekly classroom observations, recordings of the students' group-based oral interactions and the computer screen, individual interviews, email conversations, questionnaires, written drafts, and the final webpage products. Other important data was the information obtained from the class website and the class notes. The data was analysed according to the principles of grounded theory and with the assistance of a qualitative data analysis program, Nud*ist (Non-numerical Unstructured Data Indexing Searching and Theory-building). Analysis of aspects of the students' webpage writing process revealed that the PrOCALL classroom provided students with opportunities for language learning through naturally occurring oral interactions encouraged by the goal- oriented activities of webpage writing. At the same time however, the analysis also revealed that the quality and quantity of these learning opportunities largely depended on the students' collaborative relationships, which were affected by student participation, motivation, and orientation. The computer was another important factor that affected the collaborative relationships. Technological problems sometimes caused the students to change the established roles in the collaborative relationship between them, to change their orientation, and consequently to change their activities. Although these changes distracted the students from speaking the target language or maintaining orientation to language learning, analysis also revealed many occasions where students generated learning opportunities by reflecting, negotiating, and producing private speech in trying to resolve the problems, which became shared language learning efforts. Analysis of the students' webpage products revealed that the students engaged in writing activities through which they spontaneously endeavored to accommodate the Internet users as their audience and to reflect upon the results of the endeavor. However, the study also revealed that students responded to the audience in various ways. Students who focused on Internet users struggled to accommodate the audience, which resulted in webpages that did not seem to employ effective written communication. Whereas, students who regarded Internet users as secondary to a more specific and personally related audience produced webpages employing successful hypertextual communication and critical literacy practice. Acknowledging the need for further investigation, the study suggests a possibility that students may benefit more from having a specific and personally related audience rather than an uncertain audience such as Internet users. The dissertation concludes that the PrOCALL classroom provided students with opportunities for language learning and experiences of important literacy practice by promoting natural oral interactions through goal-oriented activities of web-based hypertext writing. Importantly, however, the study calls for the need to consider students' collaborative relationships as one of the most important factors to realise the benefits of the PrOCALL classroom. Also, the study suggests that students need to be guided to a more specific and personally related audience than general Internet users for effective web-based hypertextual communication