Adopting a Socio-Constructivist theoretical framework, this study investigated the French language discourse produced by a focal group of five intermediate learners of French while immersed in a virtual learning environment (VLE) and engaged in a problem-based activity. Adopting a mixed methods approach, this study analyzed both quantitative and qualitative data to examine the second language (L2) negotiation and co-construction of meaning process in this group's discourse; as well, it investigated these learners' emerging L2 critical thinking, problem solving, and technology literacy skills. Results indicated that the discourse produced by these students was significantly impacted by the problem-based activity itself, and characterized by a progressive trend towards higher levels of L2 critical thinking, with sustained episodes of negotiation and co-construction of meaning. Most notably, the discourse analysis indicated that it was during the consensus-building phase of the problem-based activity that most instances of higher level critical thinking occurred. Moreover, the 3-D representation of learners (as avatars) and space, as well as the immediacy of synchronous chat-based interactions in the VLE had a positive social, motivational, and linguistic impact on this process. These results lend support to the claim that VLEs, with an underlying problem-based and consensus-building component, provide optimal learning opportunities for learners to develop L2 critical thinking and problem solving abilities. Discussion is offered about the benefits of a mixed methods approach to research, as well as about the reliability and validity of Hull & Saxon's (2009) Interaction Analysis model for L2 discourse analysis. Implications for the L2 classroom as well as for future research on L2 negotiation of meaning are also provided.
| Identifer | oai:union.ndltd.org:uiowa.edu/oai:ir.uiowa.edu:etd-3098 |
| Date | 01 May 2012 |
| Creators | Mroz, Aurore Patricia |
| Contributors | Everson, Michael Erwin, 1947-, Wesely, Pamela M. |
| Publisher | University of Iowa |
| Source Sets | University of Iowa |
| Language | English |
| Detected Language | English |
| Type | dissertation |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | Copyright 2012 Aurore Patricia Mroz |
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