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This paper investigates the cchats that a teacher's virtual presence--or lack thereof--has on students' chat behavior with regard to error correction, uptake, target language use, and on-task behavior. The data come from beginning German students engaged in pair and small-group chatting activities at a major American university.
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This paper investigates the impact that a teacher's virtual presence--or lack thereof--has on students' chat behavior with regard to error correction, uptake, target language use, and on-task behavior. The data come from beginning German students engaged in pair and small-group chatting activities at a major American university. Transcripts from chat sessions in a first-semester German class and a second-semester German class were analyzed.
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The data were triangulated with student surveys arizkna teacher interviews. suggest that the teachers' participation styles had a greater influence on learners' chat behavior than simply whether or not the teachers were present and arizona chats the form-focused participation style of one of the teachers had an apparently inhibitory effect on learner participation.
Estela Ene is a Ph. Candidate in the Interdisciplinary Program in Second Language Acquisition and Teaching at the University of Arizona, majoring in pedagogy and minoring in linguistic analysis. Senta E. Her research interest is in CMC, particularly the role of the teacher during chat. Kara McBride is a Ph.
Candidate in the interdisciplinary Second Language Acquisition and Teaching Program at the University of Arizona, majoring in pedagogy and minoring in psycholinguistics. Her recent studies have focused on information literacy and the use of computer chat in the foreign language classroom. She is interested in what insights cahts can give to teaching and assessment practices and how that might be applied to educational software and web de.
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