Browsing by Author "Vigmo, Sylvi"

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    New Spaces for Language Learning. A study of student interaction in media production in English
    (2010-06-07T08:43:42Z) Vigmo, Sylvi
    The thesis project takes as its starting point an interest in foreign language learning as a social and cultural activity. Globalisation and digital media have contributed to changed conditions, especially for learning English. These changing conditions offer opportunities and new arenas as well as a challenge for current educational practice. Against this background, the research questions aim to explore foreign language learners’ activities to contribute to our understanding of these changing conditions. The context the digital media environment represents differs from the educational context, and holds different spaces for language activities. The overarching aim in this thesis has been to investigate the linguistic activities of a group of learners of English in school as they engage in a film production. The foreign language learner is here seen as a producer of language and as participating in several practices. Of specific interest was to explore emerging hybrid practices through the analyses of foreign language learners’ activities in an educational context that integrates adolescents’ media literacy repertoires. These research interests were realised by means of an intervention study, Design-based Research (DBR), at upper secondary level. The intervention in existing practice also involved the teacher as the designer of the foreign language-learning task itself. The empirical data mainly consist of video data, which captured the foreign language learners’ activities in one specific case when engaged in a film production. Other empirical data produced during the study consist of classroom observations, learners’ artefacts e.g. paper-based storyboards, teacher interviews and the learners’ final film production. Interaction analysis was applied for the analysis and the foreign language learners’ spoken interaction was analysed in-depth during the production process: from a focus on characters, a narrative, to the editing of their footage. The results from this study demonstrate diverse language learner foci, which display various interrelationships between the digital media resources, adolescents’ media repertories and the language learners’ linguistic production. Digital media offered new spaces and opportunities for language production, spoken and written, and for representing language in use, but were also shown in some cases to constrain the learners. Improvisation and scripted talk during the digital media production led to negotiations and strategies, which involved a playful approach to words, code switching and the use of adolescents’ media experiences as resources. The results from the analyses discuss emerging hybrid practices and potential implications for foreign language education, and point to reasons for looking beyond the common classroom discourse for further research and development.
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    Utvärdering av PIL-enhetens högskolepedagogiska kurser vt2008–vt2018. En enkätstudie.
    (Göteborgs universitet. Enheten för pedagogisk utveckling och interaktivt lärande., 2021-02-03) Jernås, Margareta; Vigmo, Sylvi; University of Gothenburg/Pedagogical Development and Interactive Learning (PIL); Göteborgs universitet/Pedagogisk utveckling och interaktivt lärande (PIL); Enheten för pedagogisk utveckling och interaktivt lärande (PIL).
    Mot bakgrund av tidigare utvärdering (Oldsjö, 2015) av högskolepedagogisk utbildning på Göteborgs universitet, tillsammans med synpunkter som framkommit i kollegiala samtal med kursdeltagare på PIL:s kurser blev det angeläget att rikta fokus på deltagarperspektiv, vilket inte omfattades av utvärderingen 2015. Det övergripande syftet med studien har varit att, efter tio år av kurser i högskolepedagogik som getts av PIL, undersöka kursdeltagares erfarenheter, samt hur kurserna (företrädesvis HPE101, HPE102, HPE103) svarat på de behov och intressen som medarbetare/kollegor ger uttryck för. Studien som omfattar perioden 2008–2018, bygger på enkäter, besvarade av 761 kursdeltagare under vårterminen 2018, samt uppföljande semistrukturerade intervjuer med 26 deltagare, genomförda vårterminen 2019. Enkätunderlaget omfattar förutom 21 frågor, även möjlighet att ge mer utvecklande kommentarer till 9 av dessa frågor, något som resulterat i ytterligare ett stort antal utsagor, per fråga ca 350 svar. De uppföljande intervjuerna består av ca 17 timmars ljudupptagning med totalt 20 deltagare. Sammantaget har studien genererat ett gediget datamaterial som förutsätter mer tid för fördjupad bearbetning. Föreliggande rapport kan i nuläget bidra med en inblick materialet och ge exempel på några övergripande preliminära tematiker som framträtt i analysarbetet.