The Influence of Students` Beliefs on Their Participation in the Synchronous Online Discussion

Abstract

Previous research on computer assisted classroom discussion (CACD) in educational settings has reported on several phenomena that are highlighted because of the comparison to the traditional oral discussion, with much attention being paid to the democratic effect of the computer assisted classroom discussion (CACD) on discourse dynamics resulting from more participation by such traditionally marginalized individuals as shy students and female students (Bump, 1990; Faigley, 1992). When CACD has been studied in the foreign or second language classroom settings, the focus has often been on the effectiveness of such discussion on language acquisition and on increases in participation among learners (Beauvois, 1992; Blake, 2000; Chun, 1994; Kelm, 1992; Kern, 1995; Sotillo, 2000; Sullivan & Pratt, 1996). It seems that researchers have primarily centered on how networked computers would enhance and change language learning classes for the better, with little attention to possible problems introduced by or associated with the technology. In particular, they did not pay adequate attention to diverse contextual and individual factors including students` beliefs that may promote or sometimes hinder students` involvement and participation in CACD. Thus, the purpose of this study was critically to examine the use of CACD in language learning classroom. I wanted to investigate how students` beliefs interacted with their experiences in CACD and how their beliefs and experiences influenced their participation and involvement in CACD accordingly.