The use of computer-based literature and small group interaction for second language acquisition

Abstract

This exploratory study investigated fourteen limited English proficient children's social, verbal, and hands-on interaction as well as literary responses within a computer-based literature reading environment. The children's interaction during the reading of ten titles of Discis Books were videotaped, transcribed, and analyzed to reveal the patterns of verbal and social interaction. The children's individual written responses were collected and analyzed in terms of levels of stance and personal understanding. The children's group verbal responses after reading were also videotaped and analyzed inductively to reveal major response categories. The clicking action was coded by a hands-on interaction matrix. The findings of the study indicated that the children were active in choosing the books that they wanted to read and were conscious about their own rights to the control of the computer. Despite occasional squabbles, the children managed to complete the reading and demonstrated cooperative/helping behaviors. Quantitatively, the verbal interaction pattern varied from one group to another. However, with groups combined, the amount of computer-related talk decreased and the story-related talk increased as more books were read. The verbal exchanges encompassed a variety of language functions that exhibited linguistic complexity. The written responses demonstrated a primarily aesthetic stance and the level of personal understanding did not go beyond the literal meaning of the story. The group verbal responses, nevertheless, showed more association between personal experiences and story events. The hands-on clicking was mainly to advance the reading of the book; Clicks on pictures and words were due to playfulness not to the deciphering of texts. Based on the findings, the educational implications are: (1) group computer book reading can be a useful supplement to traditionally structured second language instruction in promoting social and verbal interaction; (2) computers should be used to assist learners in assuming a role that is cognitively, linguistically, and socially active; (3) interpersonal skills associated with effective cooperative strategies should be identified, transmitted, and reinforcement by teachers; (4) ESL teachers can select computer software that incorporates literature reading to foster language use at the cognitive/academic level.