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The generation of academic discourse by ESL learners through computer-based peer tutoring; a case study

University of British Columbia

Does peer tutoring using computer-based hypermedia resources help ESL students generate academic discourse in L2? This relates issues of SL learning and the computer in education. I observed 10 upper elementary ESL students research the topic “Earth and the Solar System”, build a HyperCard stack (“Our World”) to record their results, and peer tutor the stack to younger classmates. Some peer tutored the stack again to ex-ESL Grade 5 students. I recorded both peer tutoring sessions (PT(1) and PT(2)) and analyzed discourse transcripts by quantitative variables, pedagogical objectives, cognitive functions and tutoring style; linked our discourse analysis to Krashen’s (1985) Input Hypothesis, Cummins (1991) concepts of conversational and academic language proficiency, and Halliday’s (1985) model of language socialization distinguishing interpersonal, ideational and textual components; and followed Staab (1986), in dividing the ideational component into “Informing” and “Reasoning”. In PT( 1) students spent more time talking (56%) in computer-based peer tutoring than in any other activity (10-16%). Informing was high (65%) but Reasoning was low (22%). Tutors used predominantly the traditional I-R-E knowledge-transmission teaching model, speaking 2½ times as much as tutees. In PT(2) tutors were given as aids 1) a Tutorial stack with knowledge-structure-based computer graphics to represent each topic and 2) training in moving from I-R-E to more equal dialogue exchanges with tutees. I compared a selected pair in PT(2) with a selected pair in PT(1). In PT(2). tutors produced 27% and tutees 19% more language; Reasoning increased from 22% to 39% overall and to 46% in the Tutor Explanation tutoring mode; and I-R-E discourse dropped from 62% to 13%. These changes marked a move from traditional knowledge-transmission towards a knowledge-construction paradigm. I conclude that 1) peer tutoring holds great promise for development of academic discourse in the L2; 2) but without training, tutors are likely to fall back on I-R-E teacher dominated discourse with a low proportion of Reasoning; 3) interactively using the computer facilitates a shift from traditional knowledge-transmission to cooperative knowledge construction learning; 4) the students’ use of elementary multimedia technology provides a window to a future shift from print to electronic technology and towards a knowledge construction paradigm.

Thesis/Dissertation

application/pdf

2009-04-27

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http://hdl.handle.net/2429/7603

Curriculum Studies

University of British Columbia

UBCV

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