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    How do L2 student moderators facilitate a peer-led discussion forum?

    Zhong, Dr. Qunyan ( Maggie); Norton, Howard

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    Zhong, Q. (2021).pdf (798.7Kb)
    Date
    2021-10
    Citation:
    Zhong, Q.,& Norton, H. (2021, October). How do L2 student moderators facilitate a peer-led discussion forum?. Paper presented at the 17th National Conference for Community Languages and ESOL (CLESOL)
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/5605
    Abstract
    Assigning students as moderators in online discussion forums is considered to be an effective strategy; however, a review of the literature indicates that previous studies have primarily focused on instructors as facilitators. Inquiries into the behaviours of student facilitators are under-researched, especially in the field of SLA. This presentation reports findings of a study conducted at a university of China. Based on the posted messages of seven student moderators of a L5 English for Academic Purposes course, the study reveals that they employed sixteen strategies and performed four major roles during the process of leading an online discussion: a knowledge constructor, a team builder, a motivator and an organiser. The results suggest that allocating students a facilitating role is a viable and effective strategy to foster learner autonomy and nurture student leaders. The presentation will conclude with pedagogical implications and recommendations which might be useful to educators in a similar context.
    Keywords:
    China, English language students in China, online discussion forums, student-moderated discussion, peer feedback, student facilitation strategies, educational technology in language learning, corporate social responsibility (CSR), second language acquisition (SLA)
    ANZSRC Field of Research:
    390108 LOTE, ESL and TESOL curriculum and pedagogy, 390405 Educational technology and computing
    Copyright Holder:
    Authors

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    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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