Divergent Perceptions of Telecollaborative Language Learning Tasks: Task-as-workplan Vs. Task-as-process
Year: 2011
Type: article
Abstract: 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.
Author: Melinda Dooly
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2153184044