Concept-based Instruction (CBI) via Synchronous Computer-mediated Communication Context of Reading Comprehension

چکیده مقاله

Concept-based instruction (CBI), under the influence of Vygotsky’s (1978) sociocultural theory (SCT), proposed by Gal’perin (1967, 1989) to redress the academic difficulties of learners with inadequate orientation to the object of study and assist the process of full internalization of conceptual knowledge in learners. According to Poehner (2008), full conceptual presentation of the object study at the earliest instructional stage and prescription of stages that learners must go through to internalize the conceptual knowledge are two fundamental features of CBI. This study attempts to mediate five intermediate L2 learners’ reading comprehension ability through Negueruela’s (2003) concept-based language instruction via synchronous computer-mediated communication (SCMC). Moreover, it seeks to unravel the effects of SCMC-based instruction on learners’ cognitive modification. As materials, Skype online software was employed for online video chat interaction, and 16 different reading comprehension passages were selected from Phillips (2001) to cover during eight online mediation sessions. Qualitatively, the mediator-learners’ interactions were analyzed at the levels of orientation, execution, and control which lead to inventory of SCMC-based mediational strategies consisting of different forms of implicit (e.g. confirming/rejecting response) and explicit (e.g. pictures from Google Image online service) mediations. Quantitatively, comparing learners’pretest and posttest performance demonstrated their reading comprehension enhancement. The dialogic interplay between the mediator and the learners not only demonstrated learners’ cognitive development but also verified Swain and Lapkin (2002) and Vygotsky’s (1998) claims about the importance of externalization of thought and diagnostic feature of interventions to solve the difficulties of the learners.

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