ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing Student Mobility through Telecollaboration
Author: Giralt, Marta
Date: 2016-04-00
Type: Reports - Research
Subjects: Student Mobility,Cross Cultural Training,Cultural Awareness,English (Second Language),Spanish,Student Exchange Programs,International Educational Exchange,Study Abroad,College Students,Statistical Analysis,Qualitative Research,Likert Scales,Questionnaires,Focus Groups,Interviews,Language Acquisition,Foreign Countries

In recent years, going to a foreign country has become all the more significant for Higher Education (HE) students, as concepts such as internationalisation and intercultural competencies have gained a more prominent role in HE. For students to fully benefit from this experience, it is paramount to prepare them for their stay in a foreign country through reflection and analysis (Byram &amp; Dervin, 2008). This paper focuses on a pre-mobility preparation programme: the I-Tell project (Intercultural Telecollaborative Learning). This initiative aims at raising intercultural awareness amongst students and promoting language practice through telecollaborative exchanges between students of Spanish in Ireland and students of English in Spain prior to their sojourn abroad. The data gathered from this initiative yield some interesting findings, especially in relation to linguistic and intercultural development. We will particularly highlight the findings pertaining to student preparation to their period abroad and show what students gained from partaking in this project. [For the complete volume, see ED571330.]
The &quot;Bologna-München&quot; Tandem--Experiencing Interculturality
Author: De Martino, Sandro
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,German,Universities,Second Language Learning,Second Language Instruction,Foreign Countries,International Cooperation,Videoconferencing,Student Mobility,Cultural Awareness,International Educational Exchange,Case Studies,Teaching Methods,College Students,Italian,Program Descriptions

This case study describes the &quot;Bologna-München&quot; Tandem, a cross-border collaboration which began in 2011. The aim of the collaboration is to give students studying Italian at the Ludwig- Maximilians-University in Munich and students studying German at the University of Bologna the opportunity to experience interculturality through interaction with native speakers. The interaction takes place in the classroom through lessons via Skype and during study trips. The &quot;Bologna-München&quot; Tandem combines telecollaboration and student mobility in order to promote a language and cultural exchange as well as an awareness of interculturality. [For the complete volume, see ED571330.]
Making Virtual Exchange/Telecollaboration Mainstream--Large Scale Exchanges
Author: Hagley, Eric
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: International Educational Exchange,English (Second Language),Second Language Instruction,Telecommunications,Intercultural Communication,Learner Engagement,Student Participation,Educational Benefits,Technology Uses in Education,Asynchronous Communication,College Students,College Second Language Programs,Course Content

Language educators' goals include promoting cultural understanding and improving the language skills of their students. Virtual Exchange (VE) is a powerful means to do this. Students in English as a Foreign Language (EFL) classrooms often have few opportunities to communicate with other users of English. VE gives them virtual mobility, enabling them to participate in a global community, use English in real world communicative events and become more culturally acclimatized. Though there are many benefits to VE, it is often not easily accessible to teachers. This paper introduces a large scale VE that includes over 1,500 students and 53 teachers from 21 institutions in six countries. The paper outlines benefits and drawbacks of this VE, some initial findings on student engagement and participation in the VE, in addition to information on how the project is planned to expand, making it accessible to a larger number of teachers and their students around the world. [For the complete volume, see ED571330.]
Blogging as a Tool for Intercultural Learning in a Telecollaborative Study
Author: Yang, Se Jeong
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,Computer Mediated Communication,Adult Learning,Second Language Learning,Korean,English (Second Language),Electronic Journals,Electronic Publishing,Student Journals,Cooperative Learning,Cultural Awareness,Attitude Change,Cultural Differences,Multicultural Education

This paper is based on an analysis of blog writings from an English-Korean telecollaborative project. This research found that rich intercultural interactions occur between Korean learners and English learners. Through a discursive analysis of the blog writings in which participants compared Korean and American cultures, this paper elucidates participants' intercultural learning in a process of conversing with target language speakers online. [For the complete volume, see ED571330.]
Problem-Solving Interaction in GFL Videoconferencing
Author: Hoshii, Makiko
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Problem Solving,Interaction,Second Language Learning,German,Second Language Instruction,Language Teachers,Advanced Students,Computer Mediated Communication,Videoconferencing,Synchronous Communication,Comprehension,Scaffolding (Teaching Technique),Cues,Interpersonal Communication,Intercultural Communication,Undergraduate Students

This paper reports on the interaction between upper intermediate German as a Foreign Language (GFL) learners in Tokyo and prospective GFL teachers in Berlin in an online videoconferencing environment. It focuses on the way problems in comprehension and production are brought up and solved in the subsequent interaction. Our findings illustrate that our synchronous online medium supports a balanced interaction between Second Language (L2) learners and prospective teachers, the main feature of which is joint utterance construction within scaffolding processes. We will show implications for L2 learning and teacher training. [For the complete volume, see ED571330.]
Incorporating Cross-Cultural Videoconferencing to Enhance Content and Language Integrated Learning (CLIL) at the Tertiary Level
Author: Loranc-Paszylk, Barbara
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Videoconferencing,Affordances,Student Centered Learning,English (Second Language),English Teachers,Preservice Teachers,Cooperation,Intercultural Communication,Integrated Curriculum,Foreign Countries,Achievement Gains,Graduate Students,Qualitative Research,Student Attitudes

This paper attempts to provide evidence of cross-cultural videoconferencing affordances with reference to a Content and Language Integrated Learning (CLIL) context at the tertiary level. At the core of CLIL lie student-centered paradigms of teaching methodologies that invite task and project work and authentic and meaningful communication, while also providing numerous opportunities for intercultural learning. The aim of this paper is to discuss the results of collaboration that took place in spring 2015 between two cohorts, namely post-primary English as a Foreign Language (EFL) teacher trainees at two universities: the University of Bielsko-Biala in Poland and the University of León in Spain. The main objective of the task was to develop lesson plans and EFL teaching materials that included Polish and Spanish cultural content, respectively, and in addition, to provide feedback on the work sent by the partner university team during videoconferencing sessions. The results of the project illustrated in the self-reported data suggest that within the CLIL methodological framework it was the cultural and cognitive dimension that appeared to benefit most from incorporating the cross-cultural videoconferencing into the course. [For the complete volume, see ED571330.]
CHILCAN: A Chilean-Canadian Intercultural Telecollaborative Language Exchange
Author: Rojas-Primus, Constanza
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Intercultural Communication,Telecommunications,Cooperative Learning,Spanish,Second Language Learning,College Students,Discourse Analysis,Case Studies

This paper discusses a telecollaborative project between my students of Spanish at Kwantlen Polytechnic University (KPU), Canada and students of English from University of Concepción, Chile in fall 2015. The telecollaborative project was aligned with the intercultural objectives already in place under my current intercultural Spanish language curriculum at KPU. The main purpose was to better understand the relationship of intercultural language teaching and learning and the role telecollaborative language exchanges play in developing students' intercultural competences at my university. Based on discourse analysis of students' reflections, presentations, and in-class discussions, this paper presents my findings. [For the complete volume, see ED571330.]
It Takes Two to Tango: Online Teacher Tandems for Teaching in English
Author: Valcke, Jennifer
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Teacher Education,Faculty Development,Teacher Competencies,Best Practices,Pilot Projects,Partnerships in Education,Universities,Computer Assisted Instruction,Teacher Education Programs,Multilingualism,Multicultural Education,Computer Mediated Communication,Asynchronous Communication,Synchronous Communication,Program Design

Due to the increasing internationalisation of higher education, universities must ensure the professional development of their teaching staff in English-Medium Instruction (EMI). Nevertheless, very few universities have the means to invest in teacher training and offer their teachers the opportunity to develop the competences that will ensure best practice in teaching and learning. In order to find a low-cost and flexible solution, two universities, Universidad de Cadiz (Spain) and the Université Libre de Bruxelles (Belgium) piloted an online tandem teacher training programme in 2014-2015. This programme was designed to help teachers face the challenges and opportunities of the multilingual and multicultural learning space (Lauridsen &amp; Lillemose, 2015). [For the complete volume, see ED571330.]
Developing Intercultural Communicative Competence across the Americas
Author: Ceo-DiFrancesco, Diane
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,Communicative Competence (Languages),Second Language Instruction,English (Second Language),Spanish,Videoconferencing,Teacher Collaboration,Language Acquisition,Language Proficiency,Pretests Posttests,Interviews,Qualitative Research,Cultural Awareness,Educational Innovation,Foreign Countries

Foreign language telecollaboration offers innovations to enhance language instruction. Previous research has cited its use to develop linguistic skills and intercultural competence (Belz, 2003; Blake, 2013; Chun, 2015; O'Dowd, 2000; Schenker, 2014). This article reports preliminary outcomes of a pedagogical project which leveraged telecollaborative practices in both English and Spanish as a foreign language in order to document the processes of Intercultural Communicative Competence (ICC) development. [For the complete volume, see ED571330.]
Vicious vs. Virtuous Cycles of Turn Negotiation in Video-Mediated Telecollaboration: Interactional Sociolinguistics Perspective
Author: Akiyama, Yuka
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Sociolinguistics,Video Technology,Computer Mediated Communication,Program Descriptions,English (Second Language),Second Language Learning,Second Language Instruction,North Americans,Intercultural Communication,Cues,Asians,Foreign Countries,Discourse Analysis,Personality Traits,Intervention,Scaffolding (Teaching Technique)

To examine how participants' different eTandem experiences could be attributed to the way they co-constructed turns, this study analyzed turn negotiation practices of one dyad who engaged in video-mediated interaction between Japan and America. This dyad was chosen for analysis because they expressed the greatest frustration and required a pedagogical intervention. It was found that silence, which was used by the Japanese learner of English as a Foreign Language (EFL) as a contextualization cue for linguistic help, triggered the American student's hyperexplanation to get the Japanese partner involved in conversation. Such a high-involvement strategy, however, only resulted in producing fewer opportunities for the Japanese partner to contribute to the conversation (i.e. vicious cycle). I conclude that &quot;missed communication&quot; (Ware, 2005) in an autonomous, long-term eTandem project may entrench attribution of negative personal traits unless appropriate scaffolding/intervention is provided. [For the complete volume, see ED571330.]
Interactional Dimension of Online Asynchronous Exchange in an Asymmetric Telecollaboration
Author: Loizidou, Dora
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Asynchronous Communication,Computer Mediated Communication,Interaction Process Analysis,Graduate Students,Masters Programs,Tutors,Teacher Student Relationship,Second Language Instruction,Second Language Learning,Instructional Design,Feedback (Response),Foreign Countries,Interpersonal Communication,Discussion Groups,Informal Education,Qualitative Research

The telecollaborative project under study involves, on the one hand, Masters students who are studying to become teachers and who design the tasks as well as tutor them, and, on the other hand, French language students. The relationship in this type of telecollaboration has been shown to be both asymmetric and symmetric. The hypothesis this paper seeks to examine is that designing tasks and providing corrective feedback by the &quot;native&quot; partners tends to take precedence over less formal exchanges. We thus analyse the patterns of communicative exchange between tutors and learners in the forum and we examine if there are less formal episodes between them. We are interested in the conditions under which they appear. [For the complete volume, see ED571330.]
Fostering Students' Engagement with Topical Issues through Different Modes of Online Exchange
Author: Batardière, Marie-Thérèse
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Intermode Differences,Computer Mediated Communication,Synchronous Communication,Intercultural Communication,Qualitative Research,Student Journals,Diaries,Feedback (Response),Questionnaires,Models,Classification,Interaction,Comparative Analysis,Student Exchange Programs,Foreign Countries

This paper reports on two distinct models of telecollaboration--the Soliya Connect Program, a synchronous Computer Mediated Communication (CMC) project, and the Intercultural Franco-Irish Exchange, an asynchronous CMC project--which seek to provide students with a learning space to promote a more politically engaged and reflective pedagogy (Kramsch, 2014). Using Herring's (2007) faceted classification for computer-mediated discourse, it specifies the models' inherent features and draws attention to a number of differentiating characteristics of the two projects. The analysis of qualitative data collected through students' diaries and feedback questionnaires shows that both modes of online dialogue encouraged students to engage with peers and content and enabled them to achieve intended learning outcomes. [For the complete volume, see ED571330.]
Telecollaboration in Online Communities for L2 Learning
Author: Malerba, Maria Luisa
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Computer Mediated Communication,Communities of Practice,Cooperative Learning,Second Language Learning,Informal Education,Intercultural Communication,Electronic Learning,Native Speakers,Personal Autonomy,Independent Study,Online Surveys,Student Experience,Semi Structured Interviews,Case Studies,Profiles,Social Networks,Affordances

This paper reports on a PhD study about informal second language learning in online communities (Livemocha and Busuu). In these communities learners autonomously seek opportunities for telecollaboration with Native Speakers (NSs) in the absence of teachers and pedagogical tasks, and in an informal context. This paper focuses on learning and social resources of these communities as a support for tandem activities. The methodology adopted had an interpretative framework and consisted of six phases. Results showed that these online environments have a potential for learners to engage in naturalistic repair trajectories. The conclusions that can be drawn from this study are that, despite today's flourishing of social media and new technologies, tandem language learning still presents the same challenges and more investigation is required on the adequate support learners need. [For the complete volume, see ED571330.]
A Conversation Analysis Approach to Researching eTandems--The Challenges of Data Collection
Author: Renner, Julia
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Data Collection,Discourse Analysis,Educational Research,Synchronous Communication,Telecommunications,Second Language Learning,College Students,Foreign Countries,Mandarin Chinese,German,Speech Communication

This article deals with the challenges of data collection from a Conversation Analysis (CA) perspective to researching synchronous, audio-visual eTandems. Conversation analysis is a research tradition that developed out of ethnomethodology and is concerned with the question of how social interaction in naturally occurring situations is organized. In the course of the first cycle of data collection for my PhD research, which was carried out within the L3 TASK project, four methodological issues (&quot;multimodality&quot;, &quot;completeness&quot;, &quot;authenticity&quot; and &quot;task-based vs. off-task conversation&quot;) that result from the particular requirements of CA to data collection were identified. In the following article these challenges and possible solutions are brought to light. [For the complete volume, see ED571330.]
Telecollaboration in Secondary EFL: A Blended Teacher Education Course
Author: Whyte, Shona
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Partnerships in Education,English (Second Language),Second Language Learning,Secondary Education,Student Teachers,Educational Technology,Educational Research,Computer Mediated Communication,Instructional Materials,Teacher Developed Materials,Affordances,Graduate Students,Masters Programs,Blended Learning,Questionnaires,Teacher Collaboration,Student Teacher Attitudes,Reflective Teaching,Comparative Education

Telecollaborative research often focuses on intercultural objectives rather than language learning, and highlights limitations due to technical difficulties and poor task design. This study redresses the balance by focusing on language and learner interaction in an exchange involving the English as a Foreign Language (EFL) learners of 35 secondary school student-teachers in two European countries. The teachers were enrolled in courses on technology for language education, and collaborated in a virtual environment to devise interactive tasks for their learners. Analyses of student-teacher course contributions, the teaching/learning materials they designed, and their reflections on this work shed light on the affordances of telecollaboration from a task-based language teaching perspective. [For the complete volume, see ED571330.]
Intercultural Communication for Professional Development: Creative Approaches in Higher Education
Author: Mesh, Linda Joy
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,Higher Education,Blended Learning,Student Exchange Programs,Language Acquisition,Learning Activities,International Educational Exchange,Workplace Learning,Competency Based Education,Student Journals,College Students,Student Satisfaction,Professional Development,Foreign Countries

This study examines the development of telecollaborative exchange activities within blended language courses that are aimed at preparing post-graduate students for an intercultural workplace by developing valuable transversal competencies and intercultural awareness, which enable one to better adapt to changing work situations. A description is given of the collaborative activities completed by students at the University of Siena, Italy, and the University of Maastricht, Netherlands. The relevance of intercultural communication exchanges for meeting the needs of students who are searching for career opportunities or research collaboration abroad is also highlighted. The study concludes with a discussion of how activities and applications can be used to increase motivation and critical thinking skills as students work together collaboratively. [For the complete volume, see ED571330.]
Communication Strategies in a Telecollaboration Project with a Focus on Latin American History
Author: Fernández, Susana S.
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Communication Strategies,Latin American History,Spanish Literature,Synchronous Communication,Linguistic Competence,Communicative Competence (Languages),International Educational Exchange,Student Exchange Programs,Native Speakers,Questionnaires,Electronic Mail,Essays,Video Technology,Preservice Teachers,College Students,Foreign Countries

This paper will present and discuss the linguistic challenges that Argentinian university students of history and Danish university students of Spanish met during the course of a telecollaboration project based on synchronous communication in Skype. The purpose of this discussion is to identify linguistic pitfalls and the solutions adopted by both native and non-native participants in order to keep the conversations going in spite of misunderstandings, vocabulary limitations and other breaches in communication. The purpose of the discussion is to detect areas of strategic competence that need to be addressed in class, particularly for the benefit of the non-native speakers. [For the complete volume, see ED571330.]