Facilitating Participation: Teacher Roles In A Multiuser Virtual Learning Environment
2015 (English)In: Language Learning & Technology, ISSN 1094-3501, E-ISSN 1094-3501, Vol. 19, no 2, 156-176 p.Article in journal (Refereed) Published
This paper reports on a task-based language teaching course in SecondLife. The data set consists of transcribed recordings and a teacherinterview. Focusing on how the teacher facilitated studentparticipation, this paper aims to explore the discourse functions in theteacher language output and then to address the teacher roles in threedifferent task phases. All the turns produced by the teacher and thestudents were counted, the teacher language output in the recordings wasclassified into 19 discourse function categories, and then all thediscourse functions were classified into six teacher roles. The resultsshow that the during-task phase was student output oriented. This studyreveals that in the pre-task phase the teacher used the largest numberof types and tokens of discourse functions, and played a significanttechnical and social role. In the during-task phase, the teacher focusedon motivating students to participate, monitoring student activities,and providing task support. In the post-task phase, the teacher was alanguage guide. While the teacher roles that were most prominent variedin the three task phases, the teacher was found to play four rolesconsistently in the three task phases: monitor role, motivator role,language guide role, and social role.
Place, publisher, year, edition, pages
2015. Vol. 19, no 2, 156-176 p.
Task-based Instruction, Virtual Environments, Discourse Analysis, Teacher Education
IdentifiersURN: urn:nbn:se:miun:diva-23651ISI: 000356597700011ScopusID: 2-s2.0-84930162379OAI: oai:DiVA.org:miun-23651DiVA: diva2:769835