Draft Article Critique – Carolyn Matthews
Citation
Murphy, E. (2009). Online Synchronous Communication in the Second-Language
Classroom. Canadian Journal of Learning and Technology, 35(3), 10-22.
Available online at: http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/539/262
Summary
In this article, Murphy (2009) investigated the benefits and challenges of using
synchronous online communication in French as a second language (FSL) classrooms.
Grade 6 students in four rural and urban Newfoundland schools used Elluminate Live to
communicate synchronously. Murphy used a “design-based” approach, meaning that the
researchers and classroom teachers collaborated to design and redesign the activities used
throughout the project. Furthermore, data were formatively analyzed throughout the
project to continually refine activities. Murphy collected several sources of data,
including notes from face-to-face meetings with teachers, observations of student
interactions in Elluminate Live sessions, interviews with teachers and students, and
emails, discussion posts, and blog entries written by teachers and researchers. These data
were coded to identify overall themes.
Murphy found several significant benefits to using synchronous online
communication, which she classified into two broad themes. Many benefits were related
to the theme of positive affect, including increased motivation, confidence, and selfesteem, authenticity of the activity, and the anonymity of communicating online. Studentcentered learning was the other major theme of benefits, specifically independent and
peer learning without teacher intervention.
The researchers and teachers also identified several challenges during the study,
most of which they were able to solve during the project. Challenges included teacher
multi-tasking, technical issues including poor sound quality, and dead space (time when
no students were speaking). Solutions to these issues using volunteer student moderators,
creating an online tutorial to help students solve technical issues independently, and
maintaining momentum with slideshows. One issue that was not easily resolved was
scheduling because it was difficult for the teachers to establish common times for
synchronous communication.
Murphy concluded that online synchronous communication in the FSL classroom
promotes independence and student-centeredness as well as positive affect, including
motivation, confidence, and self-esteem. Limitations of this project included its narrow
scope in terms of group size and grade level and the lack of data to determine if online
synchronous communication affects students’ linguistic gains or speaking skills.
Critique
I am always seeking to improve the communication skills of my Core French
students, so the topic of this article was immediately appealing. As Murphy describes,
previous research has found that students come out of Core French programs unable to
communicate effectively in French and often do not have opportunities for authentic
communication. Despite its ability to provide authentic communication opportunities,
little research has been done on “network-based language learning”. My own search for
articles highlighted that little research has been done on the use of online communication
in FSL classrooms, particularly at the K-12 level. Therefore, while this study has
limitations, the results of Murphy’s research are important because they provide initial
support for the use of online synchronous communication, and more generally the use of
blended learning, as a way to promote language acquisition in FSL classrooms.
A significant strength of this research is that the teachers and students involved in
the study were entirely responsible for the logistics of the online communication, with no
intervention from the researchers even when there were technical difficulties. This was
to ensure the sustainability of the project. It demonstrated that, although there were
challenges, it was feasible for classroom teachers to incorporate a student-centered online
component into their regular classes. Interestingly, Murphy found that the teachers
involved in the project did not express the need for more technological training. Instead,
their area of need was in developing strategies for running more than one activity at a
time and techniques for helping students take an active role in supporting their peers as
moderators. This is important because it indicates an area for improvement in teacher
education programs, particularly as blended learning is predicted to become much more
prevalent in K-12 classrooms in the future (Staker, 2011).
The benefits of authenticity and student motivation were fairly predictable results,
but I was more surprised to see anonymity as a benefit. By communicating with other
students anonymously, instead of with their peers, the student participants had less
anxiety about making mistakes in front of their classmates who already know their ability
level. While Murphy did not address this in her article, I also wonder whether the absence
of their teachers also contributed to lowering students’ anxiety about making mistakes.
Perhaps they are also more willing to take risks when they do not feel they are being
judged or evaluated.
An area of weakness in this study is that Murphy did not collect any data to
empirically demonstrate any improvement in the linguistic outcomes or speaking skills of
the students who participated in the project. This requires further investigation because
improving students’ communication skills is the ultimate goal of all language courses.
Furthermore, I was unable to find any reference to how often each student participated in
online communication. I would be interested to see further research examine how
frequent, long-term participation in online synchronous communication affects students’
linguistic skills.
I have mixed thoughts about Murphy’s use of a design-based approach. Such a
flexible approach, with the researchers interacting with the teachers to continually
redesign the project, may negatively influence the credibility and trustworthiness of their
findings (Barab & Squire, 2004). Coming from a science background, I am accustomed
to experiments in which the researcher must maintain complete objectivity and conduct
all research in a hands-off manner to avoid inadvertently altering results. However, an
increased tolerance for flexibility makes more sense in an educational context, where
flexibility is an integral part of teaching. Teachers continually revise their teaching
strategies and activities based on their effectiveness with students. In this project, when
issues arose, the researchers and teachers worked together to come up with solutions,
some of which provided interesting results in themselves. Teacher multi-tasking created
an issue but this was solved by giving student volunteers the role of moderators to
address technical issues and allow the teacher to remain with the rest of the class. This is
an important result because it encouraged student independence. It is a valuable strategy
for teachers to consider when incorporating blended learning activities in the classroom.
Reflection
As I contemplate how blended learning could fit into my Core French classes, the
use of online synchronous communication is a very promising and feasible option. I have
experienced challenges related to providing my students with opportunities for authentic
communication. Communication activities in class are often contrived since the students
already know each other so well that they lack genuine motivation to communicate about
most simple topics. Furthermore, my students are geographically distant from Frenchspeaking parts of Canada, and most will not have the chance to use French in authentic
situations while they study French. The use of online synchronous communication
between students at different schools is a feasible way for students to engage in authentic
communication. Another promising result of this project was the successful
incorporation of blended learning activities into regular class time. This is more realistic
than a blended learning approach that would require students to participate outside of
class time.
However, I must also consider the challenges of this type of activity. Murphy’s
results highlight scheduling as a significant barrier. To further complicate this issue, my
school operates on a 6-day cycle, meaning that the days and times of my classes changes
each week. Asynchronous communication using voice recording software is an
alternative, but would take away the spontaneity of synchronous communication.
Significant groundwork would be required prior to putting this type of activity into
practice, but it would be a very valuable learning experience for my students.
References
Barab S., Squire B. (2004). Design-based research: Putting a stake in the ground. Journal
of the Learning Sciences, 13(1), 1–14.
Murphy, E. (2009). Online Synchronous Communication in the Second-Language
Classroom. Canadian Journal of Learning and Technology, 35(3), 10-22.
Staker, H. (2011). The Rise of K-12 Blended Learning: Profiles of Emerging Models.
Innosight Institute.