English Education Study Program

Faculty of Teacher Training and Education

Yogyakarta Mercu Buana University

2014

9/21/2014

1. Framework: Krashen’s Theory and Vygotsky’s Theory

2. Classroom Accounts in Classroom Interaction:

a. Vygotskian’s Modelling and Text Mediation

b. Concepts expressions Links

c. Useful Framework from the Experts

3. Five Key Features (in Review of Studies by Warschauer, 1997: 472-

477)

a. Text-Based and Computer-Mediated Interaction

b. Many-to-Many Communication

c. Time and Place–Independent Communication

d. Long Distance Exchanges

e. Hypermedia Links

4. Conclusion

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Krashen’s input

theory (developing

L2) is begun in 1982.

The aims of the

theory are to

examine language

source

(comprehensible

input) and to enable

learners to

communicate.

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Krashen’s Theory

(Input Hypothesis of L2 Development)

Vygotsky’s Theory

(Zone of Proximal Development/ ZPD)

9/21/2014 4

There is a gap between the learner’s alone accomplishment

in basic learning until get more effort to achieve the best

cognitive development (each person has different

achievement).

Modelling and Text-Mediation 9/21/2014 5

These are about ZPD and

the method to traverse in.

They are interpretations

based on

some experts, and

interpreted

by Warschauer (1997: 471).

1. Modelling is how the teacher(s)/facilitator(s) to guide the students to

encourage approach to teach new materials based on the students’

prior knowledge.

2. Text-Mediation refers to the text use as a method to mediate between

the students and facilitator(s)/teacher(s)/materials developer(s).

Notice to Warschauer (1997: 471) expression here is to “conduct speech and

writing, peer collaboration, and meaningful problem-solving tasks.” adopted

from Bayer’s (1990) model of collaborative apprenticeship

9/21/2014 6 Links of Concept Expressions

This link is to show how the education can be online both of easier and

more open for English communication through expressions (in our

need is in English).

A Useful Framework from the Experts

9/21/2014 7

A useful of the Warschauer’s framework is to

understand collaborative learning in the language

classroom and for evaluating the potential of

online education to prove Vygotsky’s theory; and

based on Krashen’s theory to practice.

9/21/2014 8

Text is the most appropriate acquisitive method to understand the meanings of

the communication. Beside, the computer-mediated interaction is the proper

engagement in the some communicative interaction like quote “computer-

mediated form that is easily transmitted, stored, archieved, reevaluated, edited,

and rewritten.” Warschauer (1997: 472)

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To ease the learners, online system learning

provides accurate time and pace to

communicate with some or many people in the

universe.

Time-and Place-Independent Communication 9/21/2014 10

Using the independent time and place does not hinder

people to communicate each other. For example

students can learn from their teachers’ email, the

teachers are able to instruct their students via short

message service (SMS).

Long Distance Exchanges 9/21/2014 11

1. One-to-One Distant Exchanges via CMC= A simplest facilitation of the

computer online system to bridge different languages of students/learners

who are crucial to communicate each other.

2. Many-to-Many Distant Exchanges via CMC = A facilitation of the computer

provides online system broader and longer capacities of language

exchanges than meets directly.

9/21/2014 12

Hypermedia links are somewhat actively with technologies to construct new

knowledge together. At least, the users learn English as well as new

knowledge from the hypermedia ─“is a system that links text to files containing

images, sound or video” (Hornby, 2010: 739)

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9/21/2014 14

th

Hornby, A.S. (2010). Oxford Advanced Learner’s Dictionary of Current English–8

Oxford: Oxford University Press.

Warschauer, M. (1997). Computer-Mediated Collaborative Learning: Theory and Practice.

Downloaded from http://www.gse.uci.edu/person/warschauer_m/docs/cmcl.pdf.

Retrieved nd

on March 22 , 2014; at 15: 50p.m.

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