Abstract:

Recent research claims that a well designed Web-based teaching program can make school subject and content teaching and learning more interactive and active, and offer tons of opportunities to be exposed authentic language in context. With regard to active involvement in communication, Carey (2002) identified several unique characteristics of Computer Mediated Communication (CMC); less constraint on studying time, and a mutually interesting topic. It means that learners can control speed and complexity of the chosen input and output, as well as the processing as they construct meanings through this communication at an individualized rate. (p. 241). Actively participating in interaction with their interlocutors, active learners would have benefit from it. The purpose of this study is to investigate 25 Korean students who were enrolled in a graduate program in TESOL leading to a Master degree. The data for this study came from two major sources: all Web-based class discussion postings generated by the students and course instructor and another is based on face-to-face and e-mail interviews with the participants. Structured face-to-face and e-mail interviews with focus case participants were conducted to gain insight into their educational and cultural background and their experiences of social presence in the Web-based course. All interviews were conducted in Korean and English for deep understanding of the present study and questions and translated in English.
The 25 students utilized the Internet Web board to learn Assessment as a course subject once a week for 4 months. The data were collected from their survey results, web board messages, written reflections on the web board-based assessment posting and the teacher's observation reports. The study results are as follows: 1) the participants were generally satisfied with the web-board-based discussion, considered it as a less threatening environment and concerned about burden of quick response, so they could communicate more comfortably. 2) While the students became more active to participate in discussion on expected topics which are usually suggested by a course instructor, they felt reluctant to participate online discussion in given weeks of the semester. Their participation was not activated by self-regulation, but by instructor’s requirement. 3) Sharing ideas with classmates through web board for feedback didn't work so much. Learners didn't know what to give for feedback, although they said that they have learned a lot from it. Student participation mode (in-class or online) did vary considerably from week to week in each course.

Keywords:

case study, web-board, qualitative study, interactive, assessment, efl adult learners.