Affordances of telecollaboration tools for English for Specific Purposes online learning
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Abstract
This paper explores students’ perceptions of the affordances of different telecollaboration tools used in an innovation project for English for Specific Purposes online learning carried out between the University of Valencia (Spain) and Wofford College (South Carolina, United States) during the school year 2015-2016. Different tools for synchronous and asynchronous communication were used. The asynchronous tools included a discussion forum, a wiki, social networking websites and Google forms; while the tools used for synchronous communication were text, voice and video chat, videoconferencing tools and Google Drive. All the tools were accessible through the online platform used in the project, Google+. By using these tools, students from both sides of the Atlantic Ocean carried out a number of activities and tasks through online telecollaborative methods, involving both synchronous and asynchronous communication. The tasks completed by students through the use of the different tools were aimed at fostering distance online collaboration among American and Spanish students for the development of their linguistic, intercultural and digital literacies.
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SEVILLA-PAVÓN, Ana.
Affordances of telecollaboration tools for English for Specific Purposes online learning.
World Journal on Educational Technology: Current Issues, [S.l.], v. 8, n. 3, p. 218-223, oct. 2016.
ISSN 1309-0348.
Available at: <http://sproc.org/ojs/index.php/wjet/article/view/696>. Date accessed: 02 dec. 2017.
doi: https://doi.org/10.18844/wjet.v8i3.696.
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References
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Kinginger, C., & Belz, J. A. (2005). Sociocultural perspectives on pragmatic development in foreign language learning: Case studies from telecollaboration and study abroad. Intercultural Pragmatics, 2, 369-421.
O’Dowd, R. (2013). Telecollaborative networks in university higher education: Overcoming barriers to integration. Internet and Higher Education, 18, 47–53.
O’Dowd, R. (2010). Issues in the assessment of online interaction and exchange. In S. Guth & F. Helm (Eds.), Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st century (pp. 337-358). Bern: Peter Lang.
O'Dowd, R. (2006). Telecollaboration and the Development of Intercultural Communicative Competence. Munich: Langenscheidt-Longman.
O'Dowd, R. & Waire, P. (2009) Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 173-188.
O’Rourke, B. (2007). Models of telecollaboration (1): eTandem. In R. O’Dowd (Ed.), Online Intercultural Exchange (pp. 41-61). Clevedon: Multilingual Matters.
Palloff, R. M., & Pratt, K. (2004). Collaborating Online: Learning Together in Community. San Francisco, CA: Jossey-Bass.
Ware, P. D., & O'Dowd, R. (2008). Peer feedback on language form in telecollaboration. Language Learning & Technology, 12 (1), 43-63.
Belz, J. (2003). Linguistic perspectives on the development of intercultural competence in telecollaboration. Language Learning and Technology, 7 (2), 68-117.
Council of Europe (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge: Cambridge University Press.
Dooly, M. (2010). Teacher 2.0. In S. Guth & F. Helm (Eds.), Telecollaboration 2.0. Language, Literacies and Intercultural Learning in the 21st Century (pp. 277-303). Bern: Peter Lang.
Dooly, M., & Sadler, R. (2013). Filling in the gaps: Linking theory and practice through telecollaboration in teacher education. ReCALL, 25 (1), 4 29.
Dooly, M. & O'Dowd, R. (Eds.) (2012). Researching online interaction and exchange in foreign language education. Bern: Peter Lang.
Guth, S., & Helm, F. (Eds.) (2010). Telecollaboration 2.0: Language, Literacies, and Intercultural Learning in the 21st Century. Bern: Peter Lang.
Hauck, M. (2007). Critical success factors in a TRIDEM exchange. ReCALL, 19, 202-223.
Kinginger, C., & Belz, J. A. (2005). Sociocultural perspectives on pragmatic development in foreign language learning: Case studies from telecollaboration and study abroad. Intercultural Pragmatics, 2, 369-421.
O’Dowd, R. (2013). Telecollaborative networks in university higher education: Overcoming barriers to integration. Internet and Higher Education, 18, 47–53.
O’Dowd, R. (2010). Issues in the assessment of online interaction and exchange. In S. Guth & F. Helm (Eds.), Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st century (pp. 337-358). Bern: Peter Lang.
O'Dowd, R. (2006). Telecollaboration and the Development of Intercultural Communicative Competence. Munich: Langenscheidt-Longman.
O'Dowd, R. & Waire, P. (2009) Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 173-188.
O’Rourke, B. (2007). Models of telecollaboration (1): eTandem. In R. O’Dowd (Ed.), Online Intercultural Exchange (pp. 41-61). Clevedon: Multilingual Matters.
Palloff, R. M., & Pratt, K. (2004). Collaborating Online: Learning Together in Community. San Francisco, CA: Jossey-Bass.
Ware, P. D., & O'Dowd, R. (2008). Peer feedback on language form in telecollaboration. Language Learning & Technology, 12 (1), 43-63.