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The discussion forum as a component of a technology-enhanced Integrated Performance Assessment

  • Lee B. Abraham und Lawrence Williams
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Electronic Discourse in Language Learning and Language Teaching
Ein Kapitel aus dem Buch Electronic Discourse in Language Learning and Language Teaching

Abstract

This chapter explores the use of online discussion forums as a component of an Integrated Performance Assessment (IPA) (Adair-Hauck, Glisan, Koda, Swender, & Sandrock, 2006; Glisan, Uribe, & Adair-Hauck, 2007) within a (foreign) language curriculum. First, we examine the linguistic, discursive, and interactional versatility of discussion forums. Next, we describe the background of the IPA and highlight the advantages of integrating discussion forums into a proposed Technology-Enhanced Performance Assessment (TIPA). This chapter presents two models for incorporating the discussion forum into a TIPA as either the interpretive or the interpersonal mode of communication for a theme-based unit on ecology and the environment. An analysis of the discourse in these models also illustrates the linguistic affordances that this online communication environment offers for signaling participants’ stance and attitudes through the use of pronouns, verb tense, aspect, and mood. As such, an interpersonal task in a TIPA could expand discourse options (Kramsch, 1985) beyond those that are typically available to students. The TIPA offers a framework that would allow students to participate in these online environments for academic, professional, or personal reasons. Recommendations for integrating ca TIPA with offline collaborative tasks are also presented.

Abstract

This chapter explores the use of online discussion forums as a component of an Integrated Performance Assessment (IPA) (Adair-Hauck, Glisan, Koda, Swender, & Sandrock, 2006; Glisan, Uribe, & Adair-Hauck, 2007) within a (foreign) language curriculum. First, we examine the linguistic, discursive, and interactional versatility of discussion forums. Next, we describe the background of the IPA and highlight the advantages of integrating discussion forums into a proposed Technology-Enhanced Performance Assessment (TIPA). This chapter presents two models for incorporating the discussion forum into a TIPA as either the interpretive or the interpersonal mode of communication for a theme-based unit on ecology and the environment. An analysis of the discourse in these models also illustrates the linguistic affordances that this online communication environment offers for signaling participants’ stance and attitudes through the use of pronouns, verb tense, aspect, and mood. As such, an interpersonal task in a TIPA could expand discourse options (Kramsch, 1985) beyond those that are typically available to students. The TIPA offers a framework that would allow students to participate in these online environments for academic, professional, or personal reasons. Recommendations for integrating ca TIPA with offline collaborative tasks are also presented.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. About the contributors vii
  4. Introduction 1
  5. Part I. New literacies
  6. English in cyberspace 11
  7. Navigating and interpreting hypertext in French 43
  8. Web-based translation for promoting language awareness 65
  9. Part II. Chat
  10. Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments 87
  11. Teaching language variation in French through authentic chat discourse 111
  12. Exploring native and nonnative interactive discourse in text-based chat beyond classroom settings 127
  13. Part III. Podcasts
  14. Podcasts and second language learning 153
  15. Discourse analysis of podcasts in French 169
  16. Part IV. Blogs
  17. Interactional and discursive features of English-language weblogs for language learning and teaching 193
  18. Second-person pronoun use in French-language blogs 213
  19. Blogs in Spanish beyond the classroom 241
  20. Part V. Discussion forums
  21. Linguistic and social dimensions of French-language discussion forums 263
  22. The discussion forum as a locus for developing L2 pragmatic awareness 291
  23. The discussion forum as a component of a technology-enhanced Integrated Performance Assessment 319
  24. Index 345
https://doi.org/10.1075/lllt.25.21abr

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. About the contributors vii
  4. Introduction 1
  5. Part I. New literacies
  6. English in cyberspace 11
  7. Navigating and interpreting hypertext in French 43
  8. Web-based translation for promoting language awareness 65
  9. Part II. Chat
  10. Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments 87
  11. Teaching language variation in French through authentic chat discourse 111
  12. Exploring native and nonnative interactive discourse in text-based chat beyond classroom settings 127
  13. Part III. Podcasts
  14. Podcasts and second language learning 153
  15. Discourse analysis of podcasts in French 169
  16. Part IV. Blogs
  17. Interactional and discursive features of English-language weblogs for language learning and teaching 193
  18. Second-person pronoun use in French-language blogs 213
  19. Blogs in Spanish beyond the classroom 241
  20. Part V. Discussion forums
  21. Linguistic and social dimensions of French-language discussion forums 263
  22. The discussion forum as a locus for developing L2 pragmatic awareness 291
  23. The discussion forum as a component of a technology-enhanced Integrated Performance Assessment 319
  24. Index 345
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© 2025 De Gruyter Brill
Heruntergeladen am 21.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/lllt.25.21abr/html
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