LANGUAGE COMPETENCES
The language learning that takes place in web-based environments con- cerns aspects of being a competent communicator in a global environment (Kramsch, 2006). In this thesis, there is a focus on ESP aimed at developing competences for lifelong learning such as language communication, digi- tal competence and cultural awareness and expression (European Union, 2006). Even if communicative language competence, embracing linguistic, sociolinguistic, and pragmatic components, implies taking a step beyond the four basic language competences commonly targeted in education, i.e. listening, reading, speaking and writing (CEFR, 2012), there is still a pre- vailing distinction between language as content in communication and lan- guage as form and system in language learning education (Halliday, 2007d). This distinction is connected to the curriculum for the ESP courses as well as how the students engage in the web-based activities.
Web-based 2.0 technologies were originally designed to be used in social ways of interaction and sharing of content. The adaptation of such an environment for pedagogical purposes can sometimes be contrary to the original intentions of the web-based environment. For instance, from originally being intended for allowing participants to add, modify, or delete content through a web browser (Leuf & Cunningham, 2001), one such modification of wikis is using them as designated spaces for interaction within groups, which is shown in the studies of wikis in this thesis. In the studies, the wikis are designed for a specific purpose, for instance for peer reviewing (Study IV). Also for blogging, originally created for self-presen- tation and self-expression, there has been a shift into more co-constructive areas, using it as a tool for interaction and peer response (Dippold, 2009; Godwin-Jones, 2006; Murray & Kennedy, 2010; Lee, 2010). The blog set- ting and content together guide what the outcomes will be. When used for a specific purpose, for instance in poetry analysis (Study III), a blog was a productive space for student collaboration and peer reviewing.
There is a discrepancy between the type of language activities tradition- ally connected with language learning performed in the classroom and the
language learning activities taking place on the web. Leaving the use of web-based environments open for students to use in their language courses, they tend to apply more or less established ways of using social media in functionality and modes of communication. This is displayed in Study I; although the wiki pages are introduced as a joint work space for interaction, the students also use the discussion forum connected to the wiki pages, even though this was not part of the instructions. This results in a division of groups using the web page mode and groups instead using the discus- sion forum mode for interacting on the wiki.
At the same time as students tend to stick to the familiar, they adhere to pedagogical conventions. This is prominent in Study III, when a group of students have completed their assignment of posting to the poetry blog leaving a question in the blog discussion unattended to. The analyses display an interesting pattern indicating that the students keep to the educational norms of finishing an assignment rather than being driven by discussing the content in educational blogging. Approaching fellow students, fulfilling assignments and guidelines take precedence over finalizing content related discussions.
The results confirm outcomes of research on the shifting focus of embracing collective ownership in open user driven web based environ- ments in language learning (e.g., Lund & Smørdal, 2006; Mak & Coniam, 2008). The role of students in charge of web-based activities in the pres- ence of the teacher and being responsible for communicating joint ideas and suggestions with fellow students, sometimes even with native English speaking peers, is something that is uncommon in traditional language learning (Hyland & Hyland, 2006). The studies show that the students get used to web-based collaborative writing over time. This is particularly vis- ible in Study II, where the students take turns posting to the assignment well ahead of the deadline once they have understood the conditions of participation in the web-based environment.
The studies show that peer activities display a combination of both global content related and local language related items. Study I shows that there is a difference in usage modes since the web pages have more of a form and structure based focus and peer activities on the discussion forum entail linguistic and content related activities. When peer response is tar-
language learning activities taking place on the web. Leaving the use of web-based environments open for students to use in their language courses, they tend to apply more or less established ways of using social media in functionality and modes of communication. This is displayed in Study I; although the wiki pages are introduced as a joint work space for interaction, the students also use the discussion forum connected to the wiki pages, even though this was not part of the instructions. This results in a division of groups using the web page mode and groups instead using the discus- sion forum mode for interacting on the wiki.
At the same time as students tend to stick to the familiar, they adhere to pedagogical conventions. This is prominent in Study III, when a group of students have completed their assignment of posting to the poetry blog leaving a question in the blog discussion unattended to. The analyses display an interesting pattern indicating that the students keep to the educational norms of finishing an assignment rather than being driven by discussing the content in educational blogging. Approaching fellow students, fulfilling assignments and guidelines take precedence over finalizing content related discussions.
The results confirm outcomes of research on the shifting focus of embracing collective ownership in open user driven web based environ- ments in language learning (e.g., Lund & Smørdal, 2006; Mak & Coniam, 2008). The role of students in charge of web-based activities in the pres- ence of the teacher and being responsible for communicating joint ideas and suggestions with fellow students, sometimes even with native English speaking peers, is something that is uncommon in traditional language learning (Hyland & Hyland, 2006). The studies show that the students get used to web-based collaborative writing over time. This is particularly vis- ible in Study II, where the students take turns posting to the assignment well ahead of the deadline once they have understood the conditions of participation in the web-based environment.
The studies show that peer activities display a combination of both global content related and local language related items. Study I shows that there is a difference in usage modes since the web pages have more of a form and structure based focus and peer activities on the discussion forum entail linguistic and content related activities. When peer response is tar-
geted at joint production and evaluation of content, there are both content and language related items at play, such as in Study II and Study III. Only in certain activities geared at arguing and discussing, does language form plays a minor role. However, when the peer response is geared at commenting on peer-produced content from native-English speaking peers, such as in Study IV, this study shows that content related items take precedence over language related matters.