Reference Hub1
Who Owns the Floor?: Examining Participation in a Collaborative Learning Scenario Between Student Teachers and Active Professionals in Second Life

Who Owns the Floor?: Examining Participation in a Collaborative Learning Scenario Between Student Teachers and Active Professionals in Second Life

Airong Wang (Department of Humanities, Mid Sweden University, Härnösand, Sweden), Anders Steinvall (Department of Language Studies, Umeå University, Umeå, Sweden) and Mats Deutschmann (Department of Language Studies, Umeå University, Umeå, Sweden)
Copyright: © 2014 |Volume: 5 |Issue: 1 |Article: 3 |Pages: 20
ISSN: 1947-8518|EISSN: 1947-8526|DOI: 10.4018/ijvple.2014010103
Cite Article Cite Article

MLA

Wang, Airong, Anders Steinvall and Mats Deutschmann. "Who Owns the Floor?: Examining Participation in a Collaborative Learning Scenario Between Student Teachers and Active Professionals in Second Life." IJVPLE 5.1 (2014): 34-53. Web. 1 Jan. 2019. doi:10.4018/ijvple.2014010103

APA

Wang, A., Steinvall, A., & Deutschmann, M. (2014). Who Owns the Floor?: Examining Participation in a Collaborative Learning Scenario Between Student Teachers and Active Professionals in Second Life. International Journal of Virtual and Personal Learning Environments (IJVPLE), 5(1), 34-53. doi:10.4018/ijvple.2014010103

Chicago

Wang, Airong, Anders Steinvall and Mats Deutschmann. "Who Owns the Floor?: Examining Participation in a Collaborative Learning Scenario Between Student Teachers and Active Professionals in Second Life," International Journal of Virtual and Personal Learning Environments (IJVPLE) 5 (2014): 1, accessed (January 01, 2019), doi:10.4018/ijvple.2014010103

Export Reference

Mendeley
Favorite Full-Issue PDF

Abstract

This study investigates the effects of unequal power relations on participation in a group of student teachers and invited professionals in two collaborative workshops in Second Life. The data includes recordings, group reflections, and individual questionnaires. Participation was examined from the aspects of floor space, turn length, and utterance functions and complemented with student reflections. The results show that at a general level, the differences of floor space and turn length between the invited professionals and the students were small. Moreover, the invited professionals did more conversational management than the students, while the students performed more supportive speech acts. There were, however, individual variations.

References

Abdullah F. S. Hosseini K. (2012). Discursive enactment of power in Iranian high school EFL classrooms.GEMA Online Journal of Language Studies, 12(2), 375–392.
AVALON learning NING. (2012). Retrieved June 6, 2012, from http://avalon-project.ning.com/
Bellés-Fortuño, B. (2006). Discourse markers within the university lecture genre: A contrastive study between Spanish and North-American lectures. Unpublished doctoral dissertation, Universitat Jaume I, Spain.
Bernstein B. (1971). Class, codes and control (Vol. 1). London, UK: Routledge and Kegan Paul. 10.4324/9780203014035
Blasing M. T. (2010). Second language in Second Life: Exploring interaction, identity and pedagogical practice in a virtual world.SEEJ, 54(1), 96–117.
Bowers K. W. Ragas M. W. Neely J. C. (2009). Assessing the value of virtual worlds for post-secondary instructors: A survey of innovators, early adopters and the early majority in SL.International Journal of Humanities and Social Sciences, 3(1), 40–50.
Brislin R. (1981). Cross-cultural encounters: Face-to-face interactions. Pergamon Press.
Coates J. (2004). Women, men and language: A sociolinguistic account of gender difference in language (3rd ed.). Pearson Education Limited.
Crawford M. (1995). Talking difference: On gender and language. London, UK: Sage.
Czepielewski, S. (2012). The virtual world of Second Life in foreign language learning. In S. Czepielewski (Ed.), Learning a Language in Virtual Worlds: A Review of Innovation and ICT in Language Teaching Methodology, International Conference, Warsaw, Poland (pp. 15-24). Warsaw, Poland: Warsaw Academy of Computer Science, Management and Administration.
Deutschmann M. Panichi L. (2009a). Instructional design, teacher practice and learner autonomy. In Molka-DanielsenJ.DeutschmannM. (Eds.), Learning and teaching in the virtual world of SL (pp. 27–44). Trondheim: Tapir Academic Press.
Deutschmann M. Panichi L. (2009b). Talking into empty space? Signalling involvement in a virtual language classroom in SL.Language Awareness, 18(3-4), 310–328. 10.1080/09658410903197306
Deutschmann M. Panichi L. Molka-Danielsen J. (2009). Designing oral participation in SL – A comparative study of two language proficiency courses.ReCALL, 21(2), 206–226. 10.1017/S0958344009000196
Deutschmann, M., Steinvall, A., & Lagerström, A. (2011). Gender-bending in virtual space: Using voice-morphing in Second Life to raise sociolinguistic gender awareness. In S. Czepielewski (Ed.), Learning a Language in Virtual Worlds: A Review of Innovation and ICT in Language Teaching Methodology, International Conference, Warsaw, Poland (pp. 54-61). Warsaw, Poland: Warsaw Academy of Computer Science, Management and Administration.
Eurocall/Calico Virtual World SIG NING. (2012). Retrieved June 13, 2012, from http://virtualworldssig.ning.com/
Eurocall/Calico Virtual World SIG NING. (2012). Retrieved June 6, 2012, from http://virtualworldssig.ning.com/
Euroversity NING. (2012). Retrieved June 13, 2012, from http://euroversity.ning.com
Fairclough N. (2001). Language and power (2nd ed.). Pearson Education Limited.
Freiermuth M. (2001). Native speakers or non-native speakers: Who has the floor? Online and face-to-face interaction in culturally mixed small groups.Computer Assisted Language Learning, 14(2), 169–199. 10.1076/call.14.2.169.5780
Gamage V. Tretiakov A. Crump B. (2011). Teacher perceptions of learning affordances of multi-user virtual environments.Computers & Education, 57(4), 2406–2413. 10.1016/j.compedu.2011.06.015
Good J. Howland K. Thackray L. (2008). Problem-based learning spanning real and virtual words: A case study in SL.Research in Learning Technology, 16(3), 163–172. 10.1080/09687760802526681
Guth S. Helm F. (2010). Telecollaboration 2.0. Peter Lang.
Hartmann, T., & Klimmt, C. (2006). Gender and computer games: Exploring females’ dislikes. Journal of Computer-Mediated Communication, 11(4). Retrieved October 12, 2012, from http://jcmc.indiana.edu/vol11/issue4/hartmann.html
Have P. t. (1991). Talk and institution: A reconsideration of the ‘asymmetry’ of doctor-patient interaction. In BodenD.ZimmermanD. H. (Eds.), Talk and social structure: Studies in ethnomethodology and conversation analysis (pp. 138–163). Cambridge, MA: Polity Press.
Herring, S. C. (2010). Who’s got the floor in computer-mediated conversation? Edelsky’s gender patterns revisited. Language@Internet, 7, article 8. Retrieved April 9, 2013, from http://www.languageatinternet.org/articles/2010/2857
Hirschman L. (1994). Female-male differences in conversational interaction.Language in Society, 23(3), 427–442. 10.1017/S0047404500018054
Inman C. Wright V. H. Hartman J. A. (2010). Use of SL in K-12 and higher education: A review of research.Journal of Interactive Online Learning, 9(1), 44–63.
Jarmon L. Traphagan T. Mayrath M. Trivedi A. (2009). Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in SL.Computers & Education, 53(1), 169–182. 10.1016/j.compedu.2009.01.010
Kollock P. Blumstein P. Schwartz P. (1985). Sex and power in interaction: Conversational privileges and duties.American Sociological Review, 50(1), 34–46. 10.2307/2095338
Longo, D. (2012). Learning a Second Language in a learning community “Second Life”: Critical issues and possible developments. In Conference Proceedings International Conference ICT for Language Learning 5th Conference Edition. Florence, Italy: Pixel.
Mayrath M. C. Traphagan T. Heikes E. J. Trivedi A. (2009). Instructional design best practices for SL: A case study from a college-level English course.Interactive Learning Environments, 19(2), 125–142. 10.1080/10494820802602568
Molka-Danielsen, J., Panichi, L., & Deutschmann, M. (2010). Reward models for active language learning in 3D virtual worlds. In Y. Peng, G, Kou, F. I. S. Ko, Y. Zeng, & K. D. Kwack (Eds.), Information Sciences and Interaction Sciences: The 3rd International Conference on Information Sciences and Interaction Sciences (pp. 97-109). China: Chengdu.
O’Barr W. M. Atkins B. K. (1980). “Women’s language” or “powerless language”? In McConell-GinetS.BorkerR.FurmanN. (Eds.), Women and language in literature and society (pp. 93–110). New York, NY: Praeger.
Otto S. K. Pusack J. P. (2009). Computer-assisted language learning authoring issues.Modern Language Journal, 93(1), 784–801. 10.1111/j.1540-4781.2009.00973.x
Panichi, L. (2012). Virtual worlds: An opportunity for thinking about learning. In: S. Czepielewski (Ed.), Learning a Language in Virtual Worlds: A Review of Innovation and ICT in Language Teaching Methodology, International Conference, Warsaw, Poland (pp. 25-32). Warsaw: Warsaw Academy of Computer Science, Management and Administration.
SLED list – SL Educators. (n.d.). Retrieved June 6, 2012, from https://lists.secondlife.com/cgi-bin/mailman/listinfo/educators
Sunderland J. (1998). Girls being quiet: A problem for foreign language classrooms?Language Teaching Research, 2(1), 48–62. 10.1177/136216889800200104
Sunderland J. (2000). New understandings of gender and language classroom research: Texts, teacher talk and student talk.Language Teaching Research, 4(2), 149–173.
Sunderland J. (2004). Classroom interaction, gender, and foreign language learning. In NortonB.TooheyK. (Eds.), Critical pedagogies and language learning (pp. 222–241). 10.1017/CBO9781139524834.012
Toyoda E. Harrison R. (2002). Categorization of text chat communication between learners and native speakers of Japanese.Language Learning & Technology, 6(1), 82–99.
Vygotsky L. S. (1978). Mind in society: The development of higher psychological process. Cambridge, MA: Harvard University Press.
Wang C. X. Song H. Stone D. E. Yan Q. (2009). Integrating SL into an EFL program in China: Research collaboration across the continents.TechTrends, 53(6), 14–19. 10.1007/s11528-009-0337-z
Wang C. X. Song H. Xia F. Yan Q. (2009). Integrating SL into an EFL program: Students’ perspectives.Journal of Educational Technology Development and Exchange, 2(1), 1–16.
Warschauer M. (1997). Computer-mediated collaborative learning: Theory and practice.Modern Language Journal, 81(4), 470–481. 10.1111/j.1540-4781.1997.tb05514.x
Warschauer M. Liaw M. L. (2010). Emerging technologies in adult literacy and language education. Washington, DC: National Institute for Literacy. 10.1037/e529982011-001
West, C., & Zimmerman, D. H. (1983). Small insults: A study of interruptions in conversations between unacquainted persons. In B. Thorne, & N. Henley (Ed.), Language, gender, and society (pp. 102-117). Rowley: Newbury House.
Woken M. D. Swales J. (1989). Expertise and authority in native-non-native conversations: The need for a variable account. In GassS.MaddenC.PrestonD.SelinkerL. (Eds.), Variation in second language acquisition: Discourse and pragmatics (pp. 211–227). Clevedon, UK: Multilingual Matters.
Zuengler J. (1989). Performance variation in NS-NNS interactions: Ethnolinguistic difference or discourse domain? In GassS.MaddenC.PrestonD.SelinkerL. (Eds.), Variation in second language acquisition: Discourse and pragmatics (pp. 218–235). Clevedon: Multilingual Matters.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.