Divergent perceptions of telecollaborative language learning tasks : Task-as-workplan vs. task-as-process
Dooly Owenby, Melinda (Universitat Autònoma de Barcelona)

Fecha:	2011
Resumen:	The use of computer-supported collaborative learning is more and more commonplace in language learning classrooms; this has given rise to the need for more research on roles and processes of telecollaboration in language teaching and learning and how online interactions are integrated with face-to-face classroom activities. Using a data-driven, qualitative approach to provide snapshots of a telecollaborative language learning project, this article examines participants' modes of language use beginning with the task-as-workplan (Breen, 1987, 1989) and then examining episodes (both F2F and online) and outcomes of the task-in-process. By pinpointing specific moments of emerging language knowledge in the telecollaborative process, the article aims to delineate salient factors involved in this type of language learning context. © 2011.
Derechos:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
Lengua:	Anglès
Documento:	Article ; recerca ; Versió publicada
Materia:	Telecollaborative language learning tasks ; Collaborative learning ; Language learning ; Language teaching ; Online interactions
Publicado en:	Language Learning and Technology, Vol. 15, Núm. 2 (2011) , p. 69-91, ISSN 1094-3501

23 p, 1.0 MB

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