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Language learners' perceptions of having two interactional contexts in eTandem
|Title:||Language learners' perceptions of having two interactional contexts in eTandem|
|Authors:||Yang, Se Jeong|
|Contributors:||Kessler, Greg (editor)|
|Date Issued:||01 Feb 2018|
|Publisher:||University of Hawaii National Foreign Language Resource Center|
Michigan State University Center for Language Education and Research
|Citation:||Yang, S. (2018). Language learners’ perceptions of having two interactional contexts in eTandem. Language Learning & Technology, 22(1), 42–51. https://dx.doi.org/10125/44577|
|Series:||Language Teaching and Technology Forum|
|Abstract:||The aim of this study was to gain insights into how language learners perceive two online interactional contexts and how these perceptions impact the learners’ participation in eTandem learning. This study incorporated pair work with group discussion as interactional contexts, connecting Korean language learners with English language learners. Pair work included online chatting and personal blog writing where each pair exchanged feedback on one another’s L2 writing. Group discussion included interaction among all the participants in a group blog where they discussed weekly topics. The study found that individual participants differently perceived the effectiveness of the two interactional contexts: some thought that both contexts were helpful together for developing L2 skills and for acquiring cultural knowledge, while others thought that these two contexts together were not as effective as expected. These perceptions affected not only the participant’s own participation in the project, but also others’ participation. This study offers pedagogical implications for ways in which researchers can further improve the design of eTandem learning.|
|Appears in Collections:||
Volume 22 Number 1, February 2018|
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