Evaluating a Collaborative Learning Card Game for Pre-Intermediate Language Learners in Face-to-Face and Online Settings (original) (raw)

Collaborative tasks for online language teaching

Foreign Language Annals, 2020

Online language teaching has become a reality for many foreign language programs that have been forced to teach remotely. When developing an online language teaching curriculum (beyond a simple emergency teaching patch), it is important to uphold the same rigor and base our curriculum in metho- dological and pedagogic choices based on second language acquisition and educational research, and keep in mind that interaction is critical to developing second language skills. This article advocates that, through collaborative technology‐mediated tasks, we can promote productive language output (spoken and written) and the type of interaction that facilitates language learning and motivates students to continue improving their language skills.

Using Cooperative Learning Techniques in Your Language Classroom

In this workshop, the presenters will first describe the principles of Collaborative Learning as expressed in Jacobs et al. (2002): "Simultaneous Interaction," "Equal Participation," "Individual Accountability," and "Positive Interdependence." Learners benefit from working together because each individual member has specific roles and responsibilities during the group effort. The process of learning becomes more meaningful for learners because of the act of discussing and sharing information, and giving and receiving opinions. Through the process of peer scaffolding students can reach higher levels of competency that are unattainable alone. The participants will demonstrate CL activities from their university-level English classes and share student reactions to these activities. Workshop participants will then have the opportunity to experience such CL activities as cooperative shadowing, cooperative creative writing, and cooperative dialogue ...

Asynchronous Collaboration Integrating Online Learning in the Foreign Language Classroom

2018

Collaboration is an inherent part of education and business processes today. With nearly global availability of online access, the diversified nature of learning is no longer tied to a traditional classroom setting. In an educational environment, be it a traditional or virtual setting, collaborative activities can greatly facilitate learning through realistic contexts and engage learners by devising solutions to complex problems. Regardless if a group of students working on a common project are co- located or geographically dispersed, interjecting an element of online collaboration can contribute greatly to the success of a group effort. In SLA/SLL and foreign language learning environments involving adult learners, interaction and collaboration are fundamental elements of the learning process through which knowledge is transferred and assimilated (Mitchell & Myles, 2004). In this paper, the rationale and a process of implementing online collaboration activities in a face-to- face (...

Leveraging collaborative work for game-based language learning

CALL and complexity – short papers from EUROCALL 2019

Over the past few years, language teaching has progressively evolved from teacher-fronted classroom settings to more complex, learner-centered scenarios, allowing learners to explore authentic contents, work collaboratively, and create sophisticated and socially relevant products. In addition, these processes foster language learning, increase learner engagement, and support the acquisition of competences such as critical thinking and democratic competence. In spite of these positive results, previous research has not always suggested efficient ways to properly manage classroom interaction and potentially enhance learning outcomes. Against this backdrop, this paper explores the potential of cooperation scripts as a means to leverage collaborative work and classroom interaction in complex learning scenarios. In this paper, we report on the first phase of an intervention study that was conducted with 17 university learners of German at the B2-C1 level. Survey results show that most of...

Computer Supported Collaborative LANGUAGE Learning (CSCLL)

The EuroCALL Review, 2010

As the title suggests, the concept of Computer-Supported Collaborative Language Learning (CSCLL) adopts and shares many aspects of Computer-Supported Collaborative Learning (CSCL). This article is an attempt to incorporate CSCL in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, and to examine the potential applicability of CSCL in ESL and EFL classes. The goal of this article is to examine potential effects of CSCL in ESL and EFL. To validate its usefulness, the theoretical framework of CSCL and the effects of collaboration in language learning are introduced. With guidelines for task design, a sample of CSCLL is presented. The specific description of the sample is designed to enhance the ESL and EFL teachers' understanding and to motivate them to use CSCLL in their teaching contexts. Practical tips for classroom implementation will be also included. In addition, potential benefits and limitations are discussed. Among these are increased auth...

The dynamics of digital groups: Cooperative learning in IT-based language instruction

Teaching of English Language and Literature, 1997

We begin the article with a brief discussion of why groups are recommended in language teaching. After that, we describe what Cooperative Learning (CL) is. Then, we suggest ways in which CL and Information Technology (IT) fit well together. This is followed by some examples of how to combine CL with IT.

Online Collaborative Learning to Enhance Educational Outcomes of English Language Courses

2020

With various aims and objectives, syllabi of e-learning, blended learning and webenhanced courses meant for a particular group of undergraduates or postgraduates, may vary substantially. However different they are, they are likely to show behaviourist ideas embodied in instructional design. A plethora of online tools (text based, image based, multimodal production and collaborative ones) can increase students’ learning experiences, as they offer opportunities for interactions that are not available in a traditional, instructivist classroom setting. Thus, a university language course with web-enhanced components offers more versatile learning options than face-to-face classes, which may result in students becoming more competent and competitive workers in the years to come. By using online tools such as ThingLink, mural, quip, easel.ly, infogram and venngage to collect and critically analyse data, they learn in a new active way, in a more genuine environment. This way of engaging stu...