Reflective conversation in the virtual language classroom

Description

Электронный ресурсIn the Open University of the United Kingdom, the principle that distance language learners should be encouraged to reflect on their own learning has traditionally beencentral to the design of conventional (i.e. , print, audio, and video) course materials.However, since computer-mediated communication (CMC) technologies havecreated the possibility for learners to interact with each other and with teachers andnative speakers--thus providing opportunities for practice and intrinsic feedback oncommunicative competence--an issue has risen around the continuing role ofconscious reflection. Is conscious reflection, in fact, still necessary in a moreinteractive learning environment? We argue here that it is, and that a challenge isfacing the developers of the virtual language classroom to combine the processes ofconscious reflection with those of spontaneous interaction. In our view, the mediumof asynchronous conferencing is particularly well suited to such a combination as itis flexible with regard to place and pace, and able to support both monologue- andconversation-like forms of written language exchange. Here we examine the kinds ofreflectiveness and interactivity that are mediated through such exchanges, anddiscuss their value for learning. We examine some examples of CMC exchangesgenerated during an online course in French, and propose a pedagogy which focuseson the generation of what we are calling "reflective conversation, " that is,computer-mediated asynchronous discussion around language topics andlanguage-learning issues.