Shaun Manning
About
Professor, English Linguistics and Language Technology, Hankuk University of Foreign Studies. I am very interested in interactive learning, classroom dynamics, and the role of technology in language learning.Sessions
Synchronous (Onsite) More or less? Group size in collaborative peer review more
Sun, Apr 30, 14:30-14:55 Asia/Seoul
Should I use pairs, groups of 3, 4 or more? The answer to this often-asked question usually depends on the aims of the lesson but is often guided by teacher intuition and not research. This study aims to address this issue with respect to one common task: peer review of writing. Following earlier research by the author that found more feedback moves in triads over pairs, this study compared triads and groups of four. The study involved two classes of university undergraduates (n=36) studying English in Seoul. There were three peer review sessions for three essays during one semester. Class A was divided into 4s, then 3s, then mixed 3s and 4s; Class B was divided into 3s, 4s, then mixed 3s and 4s. The results show more feedback moves were discussed in 3s rather than 4s, but this conflicted with student reflections. Implications for teaching are discussed.
Synchronous (Onsite) Kakao Open Chat to Support English-Medium Instruction Classes: A Useful Tool more
Sat, Apr 29, 15:00-15:25 Asia/Seoul
Kakao Open Chat (OC) is a feature of Kakao Talk. OC is a free, anonymous open board that can be password-protected. One presenter employed English-medium instruction (EMI) with international law classes in the spring and fall of 2022. The spring semester was online-only (asynchronous video lectures), and the fall semester was face-to-face. The classes were large (n = 30-60 per class). In such conditions, students often hesitate to interact. We asked, “Will students use OC to ask for the information they need?” and “Will OC proceed in a safe and positive way?” Surveys were conducted after each semester to assess perceptions of OC, OC chats were downloaded and thematically analyzed, and volunteers were interviewed. Results show that using Kakao OC helps students learn course content and overcome the English barrier, and it contributes positively to learning in both asynchronous and face-to-face conditions. We offer suggestions for its use.
