ethanporcaro/eric-fulltext-meta huggingface dataset:
Telecollaboration and Student Mobility for Language Learning
Author: Kinginger, Celeste
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Telecommunications,Second Language Learning,Cooperation,Study Abroad,Individual Differences,Qualitative Research,Statistical Analysis,Language Research,Educational Research,Social Networks,Second Language Instruction

This paper reviews major findings from qualitative and quantitative research on language learning in student mobility in order to consider how telecollaboration might contribute to the success of student sojourns abroad. Evidence is available to demonstrate the effectiveness of student mobility in every domain of language development. As may be expected, an in-country stay is shown to be particularly beneficial for the social-interactive and pragmatic dimensions of language least amenable to classroom instruction. However, throughout the literature a common finding is of notable individual differences in learning outcomes. To understand why only some, but not all students appear to develop language competence abroad, qualitative research has examined the nature of the experience from a variety of perspectives. This research has shown that students encounter challenges in establishing local social networks and often retain strong ties to home. They also position themselves within newly salient national identities, or are positioned by interlocutors as foreigners with questionable rights to appreciate and to learn local sociolinguistic norms. It has become clear that many learners approach their task with little awareness of diverse language varieties and registers within their host communities. Prior socialization in classrooms can also limit the range of their participation in informal conversations and thus, their development of interactive capacities. Whether implemented as preparation for physical mobility or as concurrent support for language learners abroad, telecollaboration holds the potential to address these issues. In telecollaborative pedagogies, students can create social connections with their peers, see themselves through the eyes of others, be exposed to specific attitudes and discourses about foreigner identities, experience and analyze spoken or informal forms, and expand their discourse options beyond the strictly pedagogical. [For the complete volume, see ED571330.]
Student Perspectives on Intercultural Learning from an Online Teacher Education Partnership
Author: Sauro, Shannon
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Computer Assisted Instruction,Electronic Learning,Online Courses,Secondary School Teachers,Preservice Teacher Education,Preservice Teachers,Foreign Countries,Sociolinguistics,Cultural Education,English Teachers,English (Second Language),Semi Structured Interviews,Group Discussion,Conflict,Interaction,Partnerships in Education

This study reports on intercultural learning during telecollaboration from the perspective of student participants in a five-country online teacher education partnership. The student perspectives reported here were drawn from one intact class in the partnership, five students who completed this partnership as part of a sociolinguistics course in a secondary school English teacher education program in Sweden. Offline, the telecollaboration served as a discussion point for course themes and as data for a study on a sociolinguistic topic carried out by each student. Findings revealed intercultural learning occurred in three situations: as a result of in-class conflict during discussion of the telecollaboration, through analysis of interactional styles found in the online discussion posts for the sociolinguistics study, and through online discussion with peers in other countries regarding educational practices. [For the complete volume, see ED571330.]
A Comparison of Telecollaborative Classes between Japan and Asian-Pacific Countries--Asian-Pacific Exchange Collaboration (APEC) Project
Author: Shimizu, Yoshihiko
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Student Exchange Programs,International Educational Exchange,English (Second Language),Videoconferencing,Computer Mediated Communication,Elementary Secondary Education,Program Effectiveness,Likert Scales,Questionnaires,Pretests Posttests,Language Acquisition

The purpose of this report is to compare the effects of &quot;telecollaborative classes&quot; between students in Japan and those in Asian-Pacific countries such as Taiwan, Thailand, and the United States (Hawaii). The telecollaborative classes are part of the Asian-Pacific Exchange Collaboration (APEC) project, a 4-year project involving students in elementary school through junior and senior high school (age range, 10-18 years). All Japanese students have been studying English since the age of 10. The focus of the present research is on awareness of English learning and communication among Japanese students before and after video chat sessions. The results suggest that telecollaborative classes improve student awareness and motivation toward English learning and communication. This is the first report of the telecollaborative APEC project. [For the complete volume, see ED571330.]
A Task Is a Task Is a Task Is a Task... Or Is It? Researching Telecollaborative Teacher Competence Development--The Need for More Qualitative Research
Author: Müller-Hartmann, Andreas
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Competency Based Teacher Education,Intercultural Programs,Intercultural Communication,Preservice Teachers,Task Analysis,Second Language Instruction,Masters Programs,English (Second Language),Student Teachers,Communicative Competence (Languages),Questionnaires,Self Efficacy,Interaction,Student Exchange Programs,International Educational Exchange,Student Teacher Attitudes,Foreign Countries,Mixed Methods Research

The concept of task has become central not only to an understanding of language learning per se, but also to the design and research of Online Intercultural Exchanges (OIEs). While research on the design of tasks in OIEs has been very productive, we still lack insights into how teachers develop competences in task design on the micro-level. Consequently, this contribution looks at how OIEs allow pre-service teachers to develop such competences when designing telecollaborative task sequences for their future learners. Findings show that the most promising research approach to tackle this question at the interface between telecollaboration, Task-Based Language Teaching (TBLT), and teacher education is a stronger reliance on qualitative research because it helps understand what pre-service teachers do when developing such competences. [For the complete volume, see ED571330.]
Cooperative Autonomy in Online Lingua Franca Exchanges: A Case Study on Foreign Language Education in Secondary Schools
Author: Hoffstaedter, Petra
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Case Studies,Second Language Instruction,Affordances,Intercultural Communication,Telecommunications,Cooperation,Personal Autonomy,Secondary School Students,Interviews,English (Second Language),German,Foreign Countries

We report on a case study on pedagogical affordances of intercultural telecollaboration for authentic communication practice and competence development in the local foreign language. Focus is on spoken and written conversations involving pairs of secondary school pupils of different linguacultural backgrounds. Particular attention is given to three task design features: multimodal home access to telecollaboration, lingua franca use of the target language, and soft intercultural topics addressing pupils' everyday concerns and experiences. Performance analyses of recorded conversations and reflective interviews reveal significant pedagogical advantages of the chosen task design features. The online lingua franca conversations are marked by a high degree of cooperative autonomy with an emphasis on creating common ground, negotiating a shared line of argumentation, ensuring a supportive and consensual atmosphere, and solving communication problems on the fly. [For the complete volume, see ED571330.]
Learner Autonomy and Telecollaborative Language Learning
Author: Little, David
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Personal Autonomy,Telecommunications,Cooperative Learning,Second Language Learning,Second Language Instruction

When I was invited to give one of the keynote talks at the Second International Conference on Telecollaboration in Higher Education, my first thought was that I should decline. It is true that for thirty years I was responsible for Trinity College Dublin's self-access language learning facilities and resources; true also that around the turn of the millennium I shared in the empirical exploration of tandem language learning via e-mail and in text-based virtual reality. But although I remain interested in these matters, I cannot pretend to have kept abreast of developments since my retirement. On the other hand, I remain research-active thanks to my abiding obsession with learner autonomy, so my second thought was that I should accept the invitation, say something about learner autonomy as the best way of responding to two persistent problems in L2 education, and then raise some questions for telecollaborative language learning. This article summarises the main points of my talk. [For the complete volume, see ED571330.]
Multifaceted Dimensions of Telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid Intercultural Telecollaboration Project
Author: Castro, Paloma
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Intercultural Communication,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Telecommunications,Educational Technology,Role Playing,Official Languages,Cultural Awareness,Program Descriptions,College Students,International Cooperation,Management Systems,Computer Mediated Communication,Higher Education

Intercultural telecollaboration allows for a radical change in language education. New technologies enable learners of different languages and cultures to practice their intercultural skills. Teachers no longer need to design &quot;fake&quot; role-plays to develop interaction in the target language. Above all, teachers have the possibility to address the cultural and intercultural dimensions of language education. This paper presents the multifaceted dimensions of a telecollaboration project in English as a Lingua Franca (ELF) with university students in science from UPMC, Sorbonne-Universities, Paris and university students in education from University of Valladolid, opening further questions on the exploration of intercultural telecollaboration in higher education. [For the complete volume, see ED571330.]
A Corpus-Based Study of the Use of Pronouns in the Asynchronous Discussion Forums in the Online Intercultural Exchange MexCo
Author: Orsini-Jones, Marina
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Form Classes (Languages),Asynchronous Communication,Discussion Groups,Intercultural Communication,Computer Mediated Communication,College Students

This paper reports on research carried out on data extracted from &quot;MexCo&quot; (Mexico-Coventry), an ongoing Online Intercultural Exchange (OIE) in its fifth implementation cycle at the time of writing (May 2016). Based on a set of collaborative intercultural tasks that participants engage with through a tailor-made &quot;Moodle&quot; area, &quot;MexCo&quot; aims to embed internationalisation into the curriculum of the two institutions involved in order to promote global citizenship competences among both students and staff. This study reports on the corpus-based linguistic analysis of the written asynchronous exchanges in two of the discussion forums in &quot;MexCo&quot; in academic year 2014-2015. The analysis was carried out by an &quot;expert student&quot; in collaboration with staff with a focus on the use of pronouns, and three key differences were observed regarding the use of the first person plural pronoun &quot;we&quot;. [For the complete volume, see ED571330.]
Exploring Telecollaboration through the Lens of University Students: A Spanish-Cypriot Telecollaborative Exchange
Author: Nicolaou, Anna
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Intercultural Communication,Student Projects,Student Exchange Programs,International Educational Exchange,College Freshmen,Learning Modules,English for Special Purposes,English (Second Language),Cultural Awareness,Interpersonal Competence,Task Analysis,Communication Strategies,Focus Groups,Student Experience,Mixed Methods Research,Semi Structured Interviews

This paper examines university students' views about a Cypriot-Spanish telecollaboration project through which participants used Google+ Communities for intercultural exchange over the course of one semester. The project was established through the UNICollaboration platform and it involved first-year students at the Cyprus University of Technology (CUT) and the University of Valencia (UV). The telecollaboration tasks and activities were embedded in the students' English for Specific Purposes modules. The project aimed at developing students' cultural awareness and competence learning, as well as at enhancing their motivation to learn English at university level. This paper outlines the pedagogical goals of the project, the design of tasks, the communication modes, the digital tools used for interaction and task completion, and the targeted competences. Using qualitative data through focus groups interviews with the students who participated in the project, the paper aims at exploring telecollaboration from the student experience perspective, demonstrating the benefits and challenges of online intercultural exchanges. [For the complete volume, see ED571330.]
Getting Their Feet Wet: Trainee EFL Teachers in Germany and Israel Collaborate Online to Promote Their Telecollaboration Competence through Experiential Learning
Author: Waldman, Tina
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: English (Second Language),Second Language Learning,Foreign Countries,Experiential Learning,Language Teachers,Trainees,Preservice Teachers,Teacher Education,Problem Based Learning,Self Efficacy,Cooperative Learning,Comparative Analysis,Statistical Analysis,Surveys

The paper presents a telecollaboration project between 54 pre-service teachers of English as a Foreign Language (EFL) studying at a teacher training college in Israel and a university in Germany. The telecollaboration involved a collaborative Project Based Learning Task (PBLT) in which the students compared and evaluated the ways EFL is taught in their respective contexts. The purpose of this ongoing study is to provide pre-service EFL teachers with an apprenticeship of learning ways that technology can be used to transcend classroom walls for virtual mobility and cooperation. It specifically intends to determine how such an apprenticeship can strengthen student teachers' belief in their ability to implement telecollaboration in their own teaching. Data for the study were gathered through a pre-post quantitative survey. The findings indicate that telecollaboration experience integrated into teacher training can raise students' perceived self-efficacy to implement telecollaborative exchange projects into their future teaching. [For the complete volume, see ED571330.]
Illustrating Challenges and Practicing Competencies for Global Technology-Assisted Collaboration: Lessons from a Real-Time North-South Teaching Collaboration
Author: Capobianco, Stephen
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Technology Uses in Education,College Students,Public Affairs Education,Foreign Countries,College Instruction,Teacher Collaboration,College Faculty,Virtual Classrooms

In this paper, we outline the structure, goals, and lessons from our international teaching and learning collaboration in the spring 2015 semester. We took two public affairs courses with students in a U.S. and a Colombian university and combined them into a single hybrid course with the use of technology. The main goals of the course were to expose students to issues regarding governance in the twenty-first century in a technological, globalized and diverse world, and to recognize and work on their own competencies to be successful public affairs practitioners in such a world. We document four lessons learned from the experience which can help to improve practice and assist others who wish to engage in a virtual teaching and learning collaboration. We encourage other professors to engage in this type of technology-facilitated international exchange if they incorporate these lessons and can align desired competencies and learning objectives. [For the complete volume, see ED571330.]
Intergenerational Telecollaboration: What Risks for What Rewards?
Author: Johnson, Erica
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Intergenerational Programs,Intercultural Communication,Older Adults,Videoconferencing,English (Second Language),Partnerships in Education,Speech Skills,Program Effectiveness,Program Evaluation,Second Language Learning,Student Attitudes,Student Motivation,Student Exchange Programs,International Educational Exchange,Educational Practices,Training Methods,Undergraduate Students,Foreign Countries

Foreign language telecollaboration pairs learners so that they may improve their language and intercultural skills. A lesser known model, intergenerational telecollaboration, uses senior citizens as native language partners instead of peers. This paper presents the results of an intergenerational videoconferencing project between learners in second-year non-specialist English classes at a French university and senior citizens in Massachusetts. Between September 2014 and June 2016, seven learners were partnered with seniors in order to practice their speaking skills. Based on the data collected over two years, this paper analyses the risks and rewards of intergenerational telecollaboration. [For the complete volume, see ED571330.]
Comparing the Development of Transversal Skills between Virtual and Physical Exchanges
Author: Van der Velden, Bart
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Comparative Analysis,Skill Development,International Educational Exchange,Foreign Countries,Personality Traits,Program Effectiveness,Videoconferencing,Computer Uses in Education,Student Surveys,College Students

This paper aims to compare the impact on the development of transversal skills, such as self-esteem, of virtual and physical exchanges. This is done by comparing the Europe on the Edge programme to the results of the Erasmus Impact Study. In doing so it fills the need that has been expressed in the telecollaboration field to study the impact of online education programmes &quot;outside of students' and educators' beliefs&quot; (Helm, 2015, p. 212). We shall argue that it is indeed possible to compare physical and virtual exchanges by measuring the impact on so-called transversal skills. [For the complete volume, see ED571330.]
Purposeful Exploratory Learning with Video Using Analysis Categories
Author: Colasante, Meg
Date: 2016-10-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Video Technology,Educational Technology,Undergraduate Students,Preservice Teachers,Physical Education,Graduate Students,Allied Health Occupations Education,Legal Education (Professions),Business Education,Student Surveys,Feedback (Response),Speech Language Pathology,Psychology,Discovery Learning,Teacher Role,Medicine,College Faculty,Teaching Methods

There is still much to be learnt about best practices in leveraging digital resources for learning in higher education. Research on student interactions with online video indicates such practices are as minimal as setting passive-receptive viewing through to teacher-structured purposeful engagement. This position paper focuses on teacher-set analysis categories to guide student exploration of digital video content and to help novices to scaffold their thinking. Various uses of analysis categories within one Australian university in conjunction with a video annotation tool are reviewed. Then practice examples from other universities are reviewed to demonstrate the use of analysis categories in higher education settings without an annotation tool. The literature indicates that the use of categories to inform the design of digital video analysis needs to ensure that the learning challenge is retained. Analysis guided by teacher-set categories tends to be beneficial for performance evaluation in particular. Further research on university teacher practices with digital video is required. [For full proceedings, see ED571332.]
Teacher Competences for Telecollaboration: The Role of Coaching
Author: Melchor-Couto, Sabela
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Teacher Competencies,Teacher Collaboration,Coaching (Performance),Secondary School Teachers,Case Studies,Teacher Surveys,Statistical Analysis,Qualitative Research,Instructional Innovation,Competency Based Teacher Education,Electronic Learning,Computer Mediated Communication,Faculty Development,Foreign Countries

This paper explores the role of coaching in enhancing teachers' key competences for integrating Telecollaboration (TC) in their language course. A total of 23 secondary school teachers participated in this case study as part of the EU-funded project TILA. Quantitative and qualitative data were gathered via two surveys, the first one measuring coaching satisfaction and a second one tackling teacher competences. The results show that teachers highly value coaching to integrate complex pedagogical innovations in their teaching. Participants reported that coaching contributed to an improvement of key competences necessary to implement TC exchanges successfully. [For the complete volume, see ED571330.]
Emerging Affordances in Telecollaborative Multimodal Interactions
Author: Dey-Plissonneau, Aparajita
Date: 2016-04-00
Type: Speeches/Meeting Papers
Subjects: Affordances,Telecommunications,Cooperation,Computer Assisted Instruction,Second Language Learning,Videoconferencing,Preservice Teachers,French,Foreign Countries

Drawing on Gibson's (1977) theory of affordances, Computer-Assisted Language Learning (CALL) affordances are a combination of technological, social, educational, and linguistic affordances (Blin, 2016). This paper reports on a preliminary study that sought to identify the emergence of affordances during an online video conferencing session between teacher trainees specialising in French as a Foreign Language and learners of French from an Irish university. We use Cultural Historical and Activity Theory (CHAT) (Engeström, 1987) as our epistemological framework to explore CALL affordances as they emerged in two tutor-learner triads. Deviations from the lesson plan are identified and some of the factors that promote or hinder the emergence of affordances for second language development in similar environments are highlighted. [For the complete volume, see ED571330.]