Negotiation strategies used in an online learning medium by tertiary level students in English for specific purposes course

Name: Sopit Jenpradab

Organization : Mae Fah Luang University

keyword: Online learning

LCSH: English language -- Study and teaching -- Foreign speakers

Classification :.LCCS: PE1128.A2

LCSH: Online social networks

Abstract: Negotiated interaction could be a crucial element facilitating English for Specific Purposes (ESP) students to achieve their goals in both academic and professional domains. This study aims to investigate two major aspects: the strategy of negotiation for meaning which business writing students employed in Facebook interactions; and to explore the students’ perceptions toward using the Facebook platform. The data were collected from 25 Thai English majors enrolled in a Business Writing course at a university in the north of Thailand. Facebook was used as the platform for communication via pictogram postings and chat-logs. The data analysis employed Computer-Mediated Discourse Analysis (CMDA) (Herring 1996). Furthermore, the negotiated strategies taxonomy of Samani et al. (2015) was adapted as the coding framework. In the final step of the process, focus group interviews were conducted to inquire the participants’ perceptions toward integrating Facebook in the teaching and learning practices. The key findings can be summarized as two main notions. Firstly, there were nine general negotiated strategies and four unexpected strategies found in the Facebook interaction. Nine of them were existing negotiated strategies: elaboration, confirmation, elaboration request, reply elaboration, confirmation request, reply confirmation, clarification request, correction/self-correction, and reply clarification. The unexpected strategies were paralinguistic features, appeal for help, vocabulary request, and reply vocabulary. Secondly, implementing Facebook in the processes of teaching and learning could enhance the participants’ perceptions of both macro and micro skills. The macro skills which the students appear to have acquired are writing, business writing, and reading skills. Additionally, skills in problem-solving, collaborating, group-working, researching, risk-taking, and communication are classified as micro skills. Therefore, this study can conclude that interactions via Facebook could facilitate and assist the students’ knowledge and learning practices in order to achieve their certain goals. Moreover, it could be able to develop their experiences in using the language more effective in certain situations which are needed in each professional domains in the future workplaces.

Mae Fah Luang University

Address: CHIANG RAI

Email: library@mfu.ac.th

Name: Allan Kongthai

Role: Advisor

Created: 2017

Issued: 2561

Modified: 2018-10-04

Issued: 2018-10-04

วิทยานิพนธ์/Thesis

application/pdf

CallNumber: Thesis PE1128.A2 S712n 2017

eng

DegreeName: Master of Arts

Level: Master's Degree

Descipline: English for Professional Development

Grantor: Mae Fah Luang University

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