Volume 5, Issue 3 (9-2020)
IJREE 2020, 5(3): 40-60 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Salbego N, Celso T. Online Oral Negotiated Interaction: A Study of Brazilian Beginners Using WhatApp. IJREE 2020; 5 (3)
URL: http://ijreeonline.com/article-1-409-en.html
URL: http://ijreeonline.com/article-1-409-en.html
Federal Institute of Santa Catarina (IFSC), Araranguá City, Santa Catarina State, Brazil
Abstract: (5114 Views)
This article reports on a study of interaction amid beginners with the use of the technological resource WhatsApp. Its major objective was to analyze online oral negotiated interaction characteristics, using mainly WhatsApp audio-recorded messages, but also multimodal interaction (text, images, GIFs, emoticons, etc.). It was a qualitative, interpretive, and exploratory case study applied to 33 participants from a public technical school in Brazil, in which participants were in the first year of High School. The analysis revealed that negotiated interaction was the main component of interaction, although in a different sense if related to the theoretical framework held in Second Language Acquisition (SLA). Therefore, this study added a discussion on interaction in SLA, which considered the peculiarities of the online oral negotiated interaction among beginner learners of English using WhatsApp. The interpretive findings discussed in this article may enlighten pedagogical practices in SLA as well as broaden possibilities in terms of activities development to work on online oral interaction amongst beginners, with the aid of technological resources. Finally, this study may serve the purpose of promoting reflections on SLA theories about interaction.
Keywords: Brazil EFL, English beginners, meaning negotiation, online oral negotiated interaction, WhatsApp EFL interaction, WhatsApp audio-recorded messages
References
1. Amry, A. B. (2014). The impact of Whatsapp mobile social learning on the achievement and attitudes of female students compared with face-to-face learning in the classroom. European Scientific Journal, 10(22), 116-136. Retrieved from: https://eujournal.org/index.php/esj/article/viewFile/3909/3700
2. Aragão, R., & Lemos, L. (2017). WhatsApp e multiletramentos na aprendizagem de inglês no Ensino Médio. Polifonia, 24(1), 73-94. Retrieved from: http://periodicoscientificos.ufmt.br/ojs/index.php/polifonia/article/view/6034
3. Aragão, R. (2017). Emoções e ações de professores ao falar inglês no WhatsApp. Revista Brasileira de Linguística Aplicada, 17(1), 83-112. Retrieved from: http://www.scielo.br/pdf/rbla/v17n1/1984-6398-rbla-17-01-00083.pdf https://www.sciencedirect.com/science/article/pii/S0346251X11000893. [DOI:10.1590/1984-6398201610396]
4. Blake, R. (2008). Brave new digital classroom: Technology and foreign language learning. Washington, D.C.: Georgetown University Press.
5. Blake, R. (2005). Bimodal CMC: The glue of language learning at a distance. CALICO Journal, 22(3), 497-511. Retrieved from: https://www.jstor.org/stable/24147935 [DOI:10.1558/cj.v22i3.497-511]
6. Bouhnik, D., & Deshen, M. (2014). Whatsapp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education Research, 13, 217-231. Retrieved from: http://www.jite.org/documents/Vol13/JITEv13ResearchP217-231Bouhnik0601.pdf [DOI:10.28945/2051]
7. Bower, J., & Kawaguchi, S. (2011). Negotiation of meaning and corrective feedback in Japanese/English eTandem. Language Learning & Technology, 15(1), 41-71. Retrieved from: https://eric.ed.gov/?id=EJ946175
8. Castrillo, M. D., Martín-Monje, E., & Bárcena, E. (2015). New forms of negotiating meaning on the move: The use of mobile-based chatting for foreign language distance learning. IADIS International Journal, 2(2), 51-67. Retrieved from: http://www.iadisportal.org/ijwi/papers/2014121204.pdf
9. Castrillo, M. D., Martín-Monje, E., & Bárcena, E. (2014). Mobile-based chatting for meaning negotiation in foreign language learning. 10th International Conference Mobile Learning, 2014, 49-58. Retrieved from: https://files.eric.ed.gov/fulltext/ED557212.pdf
10. Chapelle, C. A. (2003). English language learning and technology. Amsterdam: John Benjamins. [DOI:10.1075/lllt.7]
11. Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge, London.
12. Compernolle, R. A. van. (2015). Interaction and second language development: A Vygotskian perspective. Amsterdam: John Benjamins.
13. Cunha, A. G. (2016). Coaching instrucional. Formação Continuada em Ensino de Línguas. São Paulo: Parábola Editorial.
14. Dörnyei, Z. (2011). Research methods in Applied Linguistics: Quantitative, qualitative and mixed methodologies. UK: Oxford University Press.
15. Ellis, R. (1999). Learning a second language through interaction. Amsterdam: John Benjamins. [DOI:10.1075/sibil.17]
16. Ellis, R. (1991). The interaction hypothesis: A critical evaluation. Article presented at Regional Language Centre Seminar. Singapore: April 22-28th. Retrieved from: https://eric.ed.gov/?id=ED338037
17. Fernández-García, M.. & Martínez-Arbelaiz, A. (2002). Negotiation of meaning in nonnative speaker-nonnative speaker synchronous discussions. CALICO Journal, 19(2), 279-294. [DOI:10.1558/cj.v19i2.279-284]
18. Firestone, W. A. (1987). Meaning in method: The rhetoric of quantitative and qualitative research. Educational Researcher, 16(7), 16-21. Retrieved from: https://journals.sagepub.com/doi/10.3102/0013189X016007016 [DOI:10.3102/0013189X016007016]
19. Fonte, R., & Caiado, R. (2014). Práticas discursivas multimodais no WhatsApp: uma análise verbo-visual. Desenredo, Passo Fundo, 10(2), 475-487. Retrieved from http://seer.upf.br/index.php/rd/article/view/4147 [DOI:10.5335/rdes.v10i2.4147]
20. Foster, P., & Ohta, A. S. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26(3), 402-430. Retrieved from: https://academic.oup.com/applij/article-abstract/26/3/402/181415?redirectedFrom=fulltext [DOI:10.1093/applin/ami014]
21. Gass, S., & Selinker, L. (1994). Second language acquisition: An introductory course. Mahwah, NJ: Lawrence Erlbaum Associates.
22. Griffee, D. T. (2012). An introduction to second language research methods: Design and data. United States of America, Library of Congress Cataloging-in-Publication Data.
23. Guo, S. (2013). Applying Web-conferencing in a Beginners' Chinese Class. 30th ascilite Conference 2013 Proceedings, 345-349. Retrieved fro: https://www.learntechlib.org/p/171148/
24. Hatch, E. M. (1978). Discourse analysis and second language acquisition. In E. M. Hatch. (1978). Second language acquisition: A book of readings. Rowley: Newbury, 401-435.
25. Hampel, R., & Stickler, U. (2012). The use of videoconferencing to support multimodal interaction in an online classroom. ReCALL, 24 (2), 116-137. Retrieved from: https://oro.open.ac.uk/31046/1/Regine%20Stickler%20use%20of%20videoconferencing.pdf [DOI:10.1017/S095834401200002X]
26. Heins, B., Duensing, A., Stickler, U., & Batstone, C. (2007). Spoken interaction in online and face-to-face language tutorials. Computer Assisted Language Learning, 20(3), 279-295. [DOI:10.1080/09588220701489440]
27. Jepson, K. (2005). Conversations and negotiated interaction in text and voice chat rooms. Language Learning & Technology, 9(3), 79-98. Retrieved from: https://eric.ed.gov/?id=EJ846346
28. Jones, L. C., Murphy, C. A., & Holland, A. (2015). The more things change, the more they stay the same, or do they? Revisiting classroom interaction approaches and their effects on quantity and characteristics of language production. CALICO Journal, 32(2), 245-272. Retrieved from: https://www.jstor.org/stable/calicojournal.32.2.245?seq=1 [DOI:10.1558/cj.v32i2.24541]
29. Jungmi, K. (2003). A study of negotiation of meaning in NNS-NNS interactions -focusing on synchronous CMC. Paper presented at the 8th conference of Pan-Pacific Association of Applied Linguistics. Japan. Retrieved from http://www.paaljapan.org/resources/proceedings/PAAL8/pdf/pdf019.pdf
30. Kaieski, N., Grings, J. A., & Fetter, S. A. (2015). Um estudo sobre as possibilidades pedagógicas de utilização do WhatsApp. Revista Novas Tecnologias na Educação, Porto Alegre, v. 13, p.1-10. Retrieved from: https://seer.ufrgs.br/index.php/renote/article/view/61411 [DOI:10.22456/1679-1916.61411]
31. Kenning, M. M. (2010). Differences that make the difference: A study of functionalities in synchronous CMC. ReCALL, 22(1), 3-19. doi: [DOI:10.1017/S0958344009990164]
32. Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language produced. The Modern Language Journal, 79(4), 457-476. doi: 10.2307/329999 [DOI:10.2307/329999]
33. https://www.jstor.org/stable/329999
34. Leite, N. C., & Silva, M. O. (2015). WhatsApp: Caracterização do gênero chat em contexto de ensino de línguas estrangeiras. Texto Livre: Linguagem e Tecnologia, 8(1), 85-97. Retrieved from http://www.periodicos.letras.ufmg.br/index.php/textolivre/article/viewFile/7365/7696 [DOI:10.17851/1983-3652.8.1.85-97]
35. Lima, D. C. (Org.). (2009). Ensino e Aprendizagem de Língua Inglesa. São Paulo: Parábola Editorial.
36. Lima, D. C. (Org.). (2014). Inglês em escolas públicas não funciona? Uma questão, múltiplos olhares. São Paulo: Parábola Editorial.
37. Long, M. H. (1981). Input, interaction and second language acquisition. In Winitz, H. (ed.), Native language and foreign language acquisition. Annals of the New York Academy of Sciences, 379, 259-278. DOI: [DOI:10.1017/S0272263199004027]
38. Long, M. H. (1996). The role of linguistic environment in second language acquisition. In W. Ritchie and T. K. Bhatia (Eds.), Handbook of second language acquisition (413-468). San Diego: Academic Press. [DOI:10.1016/B978-012589042-7/50015-3]
39. Mackey, A. (2007). Interaction as practice. In: Dekeyser, R. M. (Editor) Practice in a second language. Cambridge: Cambridge University Press, 85-137. [DOI:10.1017/CBO9780511667275.006]
40. Mackey, A., Gass, S., & McDonough, K. (2000). Do learners recognize implicit negative feedback as feedback? Studies in Second Language Acquisition, 22, 471-497. Retrieved from: http://www.eltsjournal.org/archive/value5%20issue1/1-5-1-17.pdf [DOI:10.1017/S0272263100004010]
41. Matos, F. A. M. (2011). O Skype como ferramenta de interacção e colaboração no ensino e aprendizagem de línguas estrangeiras em teletandem (Unpublished Master's Dissertation). Universidade Aberta, Lisboa, Portugal. Retrieved from: https://pdfs.semanticscholar.org/9d14/0eca491939da3e1b507c7ead22a445c44d09.pdf
42. Menezes, V. L. (2010). Aprendendo Inglês no Ciberespaço. In: Menezes, Vera Lúcia (Editor), Interação e Aprendizagem em Ambiente Virtual. Minas Gerais: UFMG, 320-359.
43. Menezes, V. L. (2013). Interação e aquisição de segunda língua: Uma perspectiva ecológica. In: Gerhardt, A.0 Amorim, M., Carvalho, Á. M. (Eds.) Linguística Aplicada e Ensino de Língua e Literatura. Campinas: Pontes Editores, 187-205.
44. Menezes, V. L. (2018). Tecnologias digitais para o desenvolvimento de habilidades orais em inglês. D.E.L.T.A., 4(34), 1319-1351. [DOI:10.1590/0102-445008554706004546]
45. Miccoli, L., & Cunha, A. G. (2016). Faça a Diferença. Ensinar Línguas Estrangeiras na Educação Básica. São Paulo: Parábola Editorial.
46. Nunan, D. (2008). Research methods in language learning. New York: Cambridge University Press.
47. Oliveira, L. A. (2014). Métodos de Ensino de Inglês. São Paulo: Parábola Editorial.
48. Oliveira, E. D. S.; Oliveira, F. S.; Medeiros, H.; Leite, J. E. R.; & dos Anjos, E. G. (2014). Estratégias do uso do WhatsApp como um ambiente virtual de aprendizagem em um curso de formação de professores e tutores. In Simpósio Internacional de Educação a Distância. Universidade Federal de São Carlos. Retrieved from: http://sistemas3.sead.ufscar.br/ojs/index.php/2014/article/view/835 [DOI:10.5753/cbie.wie.2014.179]
49. Plana, M., Gimeno, A., Appel, C., & Figueras, I. T. (2013). Improving learners' reading skills through instant short messages: a sample study using WhatsApp. Global perspectives on Computer-Assisted Language Learning. 4 ed. Glasgow: Scottish Exhibition Center in Glasgow, 80-84. DOI 10.5040/9781474248327.0027
50. Parâmetros Curriculares Nacionais (PCNs). (2000). Linguagens, Códigos e suas Tecnologias. Língua Estrangeira Moderna. Ensino Médio. Brasília: MEC/SEF, p. 93-138.
51. Rambe, P., & Bere, A. (2013). Using mobile instant messaging to leverage learner participation and transform pedagogy at South African University of Technology. British Journal of Educational Technology, 44(4), 544-561. Retrieved from: https://scinapse.io/papers/1933057298 [DOI:10.1111/bjet.12057]
52. Rodrigues, T. (2016). A utilização do aplicativo WhatsApp por professores em suas práticas pedagógicas. 6o Simpósio Hipertexto e Tecnologias na Educação e 2o Colóquio Internacional de Educação com Tecnologias. Retrieved from http://www.nehte.com.br/simposio/anais/Anais-Hipertexto-2015/A%20utiliza%C3%A7%C3%A3o%20do%20aplicativo.pdf
53. Salbego, N. N., & Tumolo, C. H. S. (2018). Interação oral online para aprendizagem de línguas. Proceedings from CIET: EnPED, May 2018. Retrieved from http://cietenped.ufscar.br/submissao/index.php/2018/article/view/585
54. Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158. Retrieved from: https://nflrc.hawaii.edu/PDFs/SCHMIDT%20The%20role%20of%20consciousness%20in%20second%20language%20learning.pdf [DOI:10.1093/applin/11.2.129]
55. Senefonte, F. H. R., Talavera, M. N. G. (2018). O WhatsApp como ferramenta no ensino-aprendizagem de língua inglesa. Entretextos, Londrina, 8(1), 241-264. Retrieved from http://www.uel.br/revistas/uel/index.php/entretextos/article/view/33971/23839 [DOI:10.5433/1519-5392.2018v18n1Supl.p241]
56. Severo, S. S. (2017). O uso do WhatsApp como ferramenta para o desenvolvimento da habilidade comunicativa em inglês como língua estrangeira em um contexto de Blended Learning (Unpublished Master's Dissertation). Universidade do vale do Rio dos Sinos. Programa de Pós-Graduação em Linguística Aplicada. Retrieved from: http://www.repositorio.jesuita.org.br/handle/UNISINOS/6088
57. Shekary, M., & Tahririan, M. H. (2006). Negotiation of meaning and noticing in text-based online chat. The Modern Language Journal, 90(iv), 557-573. doi: [DOI:10.1111/j.1540-4781.2006.00504.x]
58. Smith, B. (2003). Computer-mediated negotiated interaction: An expanded model. The Modern Language Journal, 87(i), 38-57. Retrieved from: https://www.jstor.org/stable/1192998 [DOI:10.1111/1540-4781.00177]
59. Souza, C. F. (2015). Aprendizagem sem distância: tecnologia digital móvel no ensino de língua inglesa. Texto Livre: Linguagem e Tecnologia, Belo Horizonte, 8(1), 39-50. Retrieved from: http://www.periodicos.letras.ufmg.br/index.php/textolivre/article/view/6497 [DOI:10.17851/1983-3652.8.1.39-50]
60. Stickler, U., Smith, B., & Shi, L. (2016). Using eye-tracking technology to explore online learner interactions. In: C. Caws; M. J. Hamel, Language-Learner Computer Interactions. Theory, Methodology and CALL Applications (163-186). USA: John Benjamins Publishing Company. [DOI:10.1075/lsse.2.08sti]
61. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.
62. Susilo, A. (2014). Exploring facebook and WhatsApp as supporting social network applications for English learning in higher education. Teaching and Learning in the 21st Century: Challenges for Lecturers and Teachers, Conference on Professional Development in Education (PDE2014). Widyatama University Indonesia, Open University Indonesia and Open University Malaysia. Repository Widyatama, 2014. Retrieved from http://repository.widyatama.ac.id/xmlui/handle/123456789/3317?show=full
63. Susilo, J. (2016). Pengembangan Kurikulum Bahasa Indonesia Bagi Penutur Asing. Jurnal Pendidikan Bahasa dan Sastra Indonesia, 3(1), 46.
64. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & M. Madden (Eds.), Input in second language acquisition (235-253). Rowley: Newbury House.
65. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhoffer (Eds.). Principle & practice in applied linguistics (125-144). Oxford: Oxford University Press.
66. Tannenbaum, R. J., & Wylie, E. C. (2015). Mapping the TOEIC tests in the CEFR. Educational Testing Service. United States and other countries. Retrieved from: https://www.ets.org/s/toeic/pdf/toeic-cefr-flyer.pdf
67. Thomas, M., Reinders, H., & Warschaeur, M. (2014). Contemporary computer-assisted language learning. Bloomsbury, London, UK.
68. Tudini, V. (2003). Using native speakers in chat. Language Learning & Technology, 7(3), 141-159. Retrieved from: https://eric.ed.gov/?id=EJ674823
69. Varonis, E., & Gass, S. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6, 71-90. Retrieved from: https://academic.oup.com/applij/article-abstract/6/1/71/171724?redirectedFrom=fulltext [DOI:10.1093/applin/6.1.71]
70. Verjano, A. C. (2013). Using Skype in a primary class: A case study. Bellaterra Journal of Teaching and Learning Language and Literature, 6(2), 49-68. doi: [DOI:10.5565/rev/jtl3.521]
71. Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2), 7-26. doi: 10.1558/cj.v13i2-3.7-26
72. Yanguas, I. (2010). Oral computer mediated interaction between L2 learners: It's about time! Language Learning & Technology, 14(3), 72-93. Retrieved from: https://eric.ed.gov/?id=EJ907768
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
