The idea for the in-class chat was proposed by Anne Lambright who had used a similar technique at the University of Texas.
After we conducted the classes she wrote the following:
"The idea for using real-time computer conversations actually was developed to aid English departments. One of the first, if not the first, program developed in this area (done before chat rooms existed) is Daedelus, developed by an academic software company in Austin, Texas, in cooperationwith the University of Texas at Austin. Foreign language experts there soon saw the utility for the foreign language classroom and, voila, versions for Spanish, French, and German were born. With the development of chat room technology, we can now do similar activities as those for which Daedelus was created, without using Daedelus (which has its pluses--a built in thesaurus, Spanish-english dictionary, and grammar checks, the ability of the instructor to participate in many groups at once, and the ability to print out responses by student as well as by group - and minuses-primarily the expense of site licenses).
I use chats because they provide students with the opportunity for sustained creation in Spanish. Students are given two-three topics about which to "converse" for a typical 50 minutes class period. Rarely could one expect students in their first year of language learning to converse orally, in groups for fifty minutes. However, for some reason, perhaps because our students these days feel so comfortable communicating via computer, perhaps because the feel a sense of anonimity, perhaps because they feel protected by the screen, students do realize lengthy conversations, stay on task, and seem to really enjoy creating with the language in this context. A further, unexpected, benefit I quickly discovered is that students that are typically hesitant to participate in class are often quite active in the chat rooms; they seem to gain confidence in a different format.
While here at Yale we used the chat rooms for a language class, developing activities that stressed the use of the vocabulary and grammar points being studied at the moment, but at other institutions I have used the technology for content-based (literature and culture) classes as well. I give the students discussion topics, divide them into groups, and let them go. Again, I have found this method particularly helpful for drawing out shy students, and I have also found it helps make the discussion less teacher-centered and more directed by students. I may intervene briefly in a group's discussion to comment, ask a question, or re-direct the disscussion, but otherwise the groups have full responsibility for the conversation. No longer are students looking to the professor for the approving nod; they are responsible, almost entirely, before their peers.
The reason for using small groups: a chat with the entire class would most likely result in a traffic jam and a very slow conversation, as well as the typical problem of a small group of especially eager students controlly the conversation. In small groups I am able to instruct students that each one must participate a minimum number of times (say, 10) in order to receive full credit. Can you imagine what it does to the dynamics of a class to have EVERY student participate 10 times within a 50-minute class period? That would be IMPOSSIBLE in a traditional classroon setting.
Student response to the chatrooms has been overwhelmingly positive. They enjoy the break from the regular routine and are truly surprised at what they are able to achieve, i.e., the amount and variety of language they are able to produce. Most are surprised when I tell them class is over--quitea change from their glancing at their watches every 5 minutes!"