Technology and language developing all kinds of flowers!

This week's reading comprised three articles, all focusing on different aspects of using technology for language learning.

I liked Beauvois' analysis of synchronous chatrooms as an alternative to classroom discussions. The idea of all the students sitting in a computer lab, typing away rather than talking to each other in person seems bizarre. However, it seems like there could really be a place for synchronous "chatting" in the language curriculum. I certainly agree with the fact that a written environment can really help lower anxiety in the foreign language classroom. Since I'm teaching younger students (middle/high school), I would be interested in more research about how this hybrid form of communication affects students' oral proficiency (since I consider that to be the ultimate goal in middle and high school language classes). But reading about all the advantages of this form of classroom "discussion" really makes me want to teach older learners, so I can experiment with this way of using the L2.

I actually see an interesting connection between Beauvois' article and Lee's article. I believe that Beauvois' synchronous chatroom actually allows learners to take the time to focus on form. Students can only focus on so many things at once. Typing instead of speaking allows them to think about their statement (meaning) first and to then look at their utterance and check it for form, before hitting enter - something that cannot really be accomplished in oral conversations (things just go way too fast...).
I understand some of the learners' frustration in Lee's study about the focus on form that would just interrupt the meaningful conversation. It seems unnatural to interrupt a conversation to correct an error when the error did not actually impede communication (I guess it's trying to fight Selinker's fossilization through 'strategy of communication'...). However, it seems like a fairly effective way of focusing on accuracy rather than just meaning.
Lee's methodology of pairing more advanced speakers of a language with novice speakers also seems to make a lot of sense. Explaining the rules and correcting a novice speaker helps the advanced speakers gain practice and a deeper understanding of the language, while the novice speaker can get meaningful one-on-one interaction with a more advanced speaker of the language. I actually wonder whether this model could be embedded in let's say a forth and second year foreign language class: Once a week, pairs of students meet and discuss an assignment or topic that the instructor gives to both classes. It really seems like that would lead to a win-win situation. Even a ratio of 1-2 (one advanced speaker to two novices) would seem beneficial and much more effective than the traditional one instructor to a minimum of 10 students.

McHenry's article makes many very valid and interesting points about Native languages and the internet. Considering I'm one of many non-natives interested in the field, I will only say that I fully agree. Go Tracey McHenry!!