Uso de correo electronico y Skype para la corrección recíproca en intercambios e tandem (2015) (original) (raw)
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This paper presents the results of a study that examined learner scaffolding in e-mail tandem exchanges between secondary ESL and FSL students. A group of French-speaking ESL students in a secondary school in Quebec communicated by e-mail with a group of English-speaking FSL students in a secondary school in Ontario. This study was carried out following the principles of online tandem learning (Brammerts, 1996; Little et al., 1999), a form of computer-mediated communication in which two native speakers of different languages communicate with one another for the purpose of learning the other’s native language. In this type of exchange, students are asked to use the L1 and L2 in equal proportion and to correct each other’s mistakes. Drawing on a sociocultural perspective (Lantolf, 2000), this study sought to answer the following question: What strategies are employed by secondary ESL and FSL students to provide scaffolding to their e-mail tandem partners? E-mails were coded using a taxonomy adapted from Villamil and Guerrero’s (1996) taxonomy of “substrategies for providing scaffolding”. Findings showed that both ESL and FSL students provided scaffolding to one another by resorting to a variety of strategies.
Occasional Paper Centre For Language and Communication Studies, 1999
The report details the Irish portion of an experiment in tandem language learning by electronic mail (e-mail). The partners were Trinity College, Dublin (Ireland) and Ruhr University, Bochum (Germany), funded by the European Union within the International E-Mail Tandem Network as part of a two-year project. Tandem language learning is a form of open learning in which two individuals with different native languages work together to learn each other's language, in this case, English and German; success depends on adherence to the principles of reciprocity and learner autonomy. The report describes the network and the principles of tandem language learning by e-mail, the organization of this part of the study, including pedagogical design and considerations, the process of affective and linguistic data collection, and data analysis. The linguistic data analysis focused on bilingual skills, language register, discourse fillers, punctuation, explicit coordination between partners, error correction and generalizations made, thematic content, control and critical detachment, use of metalanguage, and accuracy of corrections. Implications for future work in this area are discussed briefly. Contains 10 references. (MSE)
This study examined project-based, e-mail tandem exchanges between ESL and FSL secondary school students. Drawing on a sociocultural perspective (Lantolf, 2000; Parks, 2000; Wells, 1999), it sought to investigate (a) the stratégies employed by secondary ESL and FSL students to provide scaffolding to their e-mail tandem partners, (b) the resources used by students when composing their e-mails, (c) the use of the feedback provided by their e-mail tandem partners when revising their reports, (d) the usefulness of the notion of motive, as defined by sociocultural theory, to explain the différences in the way the tandem partners oriented to the exchanges (i.e., how they engaged and invested themselves in the e-mail exchanges), and (e) the teachers' perceptions of the use of tandem e-mail as a language learning tool. One group of 30 intermediate-level French-speaking ESL students in a secondary school (Secondary 4) in Québec was paired up with two groups of intermediate-level English-speaking FSL students (total 30) in a secondary school (Grade 11 ) in Ontario. The joint reading of articles taken from newspapers and magazines of interest to teenagers formed the basis for the e-mail discussions. Data, collected over an 18-week period during the 2004-2005 académie year, were obtained from four main sources: written documents, observations, questionnaires, and interviews. The main findings were the following: (1) Using a taxonomy adapted from Villamil and De Guerrero's (1996) taxonomy of substrategies for providing scaffolding, analysis of e-mails showed that both ESL and FSL students provided scaffolding to one another by resorting to various stratégies. In both groups, giving explicit feedback was the most salient strategy employed by the students when functioning as the NS tutor. (2) Findings from various sources of data collection methods showed that during the composing of their e-mails, both groups drew on a variety of resources. (3) An analysis of first and second drafts revealed that ESL students incorporated 91 % of the corrections provided by their tandem partners, while the FSL students incorporated 74 %. (4) Although the findings showed that the majority of the students participating in the e-mail tandem project had minimally completed the basic course requirements, the analysis of eight case study participants revealed individual différences in the way the latter oriented to the tasks and subsequently carried them out. Thèse results were linked to the notion of motive, as defined by sociocultural theory. (5) Although the teachers reported that their students had benefited from the authentic communication with native speakers and from the feedback they received from them, data also revealed that they had been confronted with a number of challenges. In contrast to previous research that has focused on adult L2 learners (e.g., Appel, 1997; Appel & Gilabert, 2002; Belz, 2001, 2002a, 2002b, 2003; Belz & Kinginger, 2002, 2003; Lee, 2004; Liaw & Johnson, 2001; Muller-Hartmann, 2000; O'Dowd, 2003), this study sheds light on the degree to which L2 secondary school students are capable of giving each other feedback.
This paper reports on a study that investigated the degree to which secondary second languag e students used the feedback provided by their tandem partners. A group of French-speaking ESL students in a secondary school in Quebec communicated with a group of English-speaking FSL students in a secondary school in Ontario by e-mail. Following the principles of online tandem learning (Brammerts, 1996 [1]; Little et al., 1999 [2]), students were asked to use their first language ( L1 ) and second language ( L2 ) in equal proportion and to correct each other’s mistakes. The impact of the feedback provided by the tandem partners on the students’ revisions was measured by comparing the first drafts of the reports, the feedback provided by their tandem partners, and the revised drafts of their reports, and from answers to the end- of -project questionnaire. Additional qualitative data were obtained from personal interviews with selected students and from personal e-mail communication with the ESL and FSL teachers. The findings revealed that a high percentage of students incorporated their partners’ corrections within their work. In addition, it was found that the nature of the task (i.e., revising their reports using their tandem partners’ feedback) promoted the incorporation of tandem partner feedback.
Academic e-tandems as a strategy for English language learning in a Mexican university
Open Praxis, 2020
E-tandems, or virtual synchronous exchanges, offer opportunities for language learners to practice their skills with native speakers. While they are regularly conducted informally, some institutions are exploring their academic use. This paper reports on the experience of eight students who were learning English at a public university in Mexico. They connected via Skype with a group of peers who were taking a Spanish course in the United Kingdom. Data sources included field notes taken during the e-tandem session, a follow-up survey and a focus group. Participants reported feeling motivated and excited about meeting students from another country. They practiced their oral language skills and received feedback directly from native speakers. Their learning included nonverbal communication, such as hand gestures. Participants discovered cultural differences but also common ground with their peers. The e-tandem experience was an effective strategy for foreign language learning.
Designing, implementing and evaluating a project in tandem language learning via e-mail
ReCALL, 1998
Tandem language learning is based on a partnership between two people, each of whom is learning the other's language. Successful tandem partnerships observe the principle of reciprocity (“tandem learners support one another equally’) and the principle of learner autonomy (“tandem partners are responsible for their own learning”) (Little and Brammerts 1996: 1 Off.). This paper begins by exploring some of the theoretical implications of tandem language learning in general and tandem language learning via e-mail in particular. It then reports on the pilot phase of an e-mail tandem project involving Irish university students learning German and German university students learning English.
The rapid growth and interest of college students in Computer Mediated Communication and social media have impacted the second language learning and teaching process. This article reports on a pilot project that attempts to analyze the use of Skype as a synchronous communication tool in regard to the attitudes of students in learning a foreign language when interacting with native speakers and engaging in conversation. The participants are Spanish foreign language students at Fordham University in New York City and English foreign language speakers at a Jesuit university in Bogotá, Colombia. Students were paired up and required to set up online conversation meetings. The results of the pedagogical experience of this pilot project suggest that students felt more interested in engaging in conversation with native speakers and exchanging personal and academic information as well as other aspects of their culture using the target language rather than completing language laboratory activities or writing compositions.
2018
Shekary & Tahririan, 2006) pour lesquelles la prise (uptake) réussie constitue un prédicteur valide de l'évolution de l'apprentissage d'une langue seconde, les analyses de la présente étude portent à croire que l'unique facteur d'importance pouvant servir à faire de telles prédictions serait plutôt la correction reportée (deferred timing). L'analyse des sources d'appui (Chapelle, 2001) dans lesquelles ont puisé les sujets pendant les rencontres jumelées pour rehausser les possibilités d'apprentissage pendant les vidéoconférences se sont avérées être de trois types principaux: le clavardage, les images et le tableau blanc. Plus généralement, la présente étude permet d'affirmer que les rencontres jumelées en vidéoconférence constituent une activité utile pour l'apprentissage et l'acquisition d'une langue seconde. Les incidences de cette étude sur l'enseignement de même que les pistes de recherches futures qu'elle suggère sont traitées.
The Specialist, 27(1), 189-212., 2006
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