Building a Writing Community through Learning of French

Autor/inn/en	Bissoonauth-Bedford, Anu.; Stace, Ray
Titel	Building a Writing Community through Learning of French
Quelle	In: Journal of University Teaching and Learning Practice, 12 (2015) 2, Artikel 7 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	French; Pilot Projects; Writing Improvement; Collaborative Writing; Learning Activities; Electronic Learning; Multimedia Instruction; Instructional Innovation; Integrated Activities; Blended Learning; Scaffolding (Teaching Technique); Writing Skills; Grammar; Second Language Learning; Qualitative Research; Student Evaluation; Self Evaluation (Individuals); Cooperative Learning; Constructivism (Learning); Undergraduate Students; Reflection; Computer Mediated Communication; Communities of Practice; Efficiency; Self Efficacy; Knowledge Management; Peer Teaching; Teaching Methods; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Französisch; Pilot project; Modellversuch; Pilotprojekt; Lernaktivität; Multimediales Lernen; Educational Innovation; Bildungsinnovation; Integrierender Unterricht; Writing skill; Schreibfertigkeit; Grammatik; Zweitsprachenerwerb; Qualitative Forschung; Schulnote; Studentische Bewertung; Kooperatives Lernen; Computerkonferenz; Community; Effectiveness; Effektivität; Wirkungsgrad; Self-efficacy; Selbstwirksamkeit; Wissensmanagement; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Australien
Abstract	This paper reports on a pilot study designed to develop writing proficiency in French via collaborative writing activities at intermediate level at the University of Wollongong in Australia. Twenty four students in the final year of French studies program took part in this innovative approach which integrates multimodal functionality of the elearning platform combined with face to face interaction and discussions. Methodology draws on educational practice influenced by a socio-constructivist approach, and particularly on the importance of relevant meaningful tasks in the target language as well as "constructively aligned" (Biggs, 1999: 11) assessment in language learning. The results show that groups used the online functionality to scaffold their writing skills and that collaborative tasks were perceived as an effective way of consolidating grammar knowledge and enhancing individual literacy skills in the foreign language. Qualitative analysis of students' evaluation of their writing skills at the beginning and the end of the semester shows that group work acts as activator in the meta-learning that was occurring online as well as in the face-to-face discussions resulting in critical reflection in the independent learning process. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01