Engaging L2 Undergraduates in Relevant Project Work and Interaction: A Role for Video Conferencing

Autor/in	Colwell O'Callaghan, Veronica
Titel	Engaging L2 Undergraduates in Relevant Project Work and Interaction: A Role for Video Conferencing
Quelle	In: Language Learning in Higher Education, 2 (2013) 2, S.441-461 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2012-0024
Schlagwörter	Undergraduate Students; Videoconferencing; Feedback (Response); Questionnaires; Second Language Learning; Second Language Instruction; English (Second Language); Official Languages; Teacher Exchange Programs; Student Projects; Teaching Methods; Peer Evaluation; Self Evaluation (Individuals); Language Usage; Learning Strategies; Communication Skills; Coping; Program Descriptions; Foreign Countries; Languages for Special Purposes; Academic Discourse; Student Attitudes; Films; Censorship; Spain; Poland; Italy + Suchen Sie Ihr Suchwort? Fragebogen; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Office language; Amtssprache; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kommunikationsstil; Bewältigung; Ausland; Sprachhandlungsfähigkeit; Discourse; Diskurs; Schülerverhalten; Film; Politische Zensur; Spanien; Polen; Italien
Abstract	This article reports on two small-scale international projects, both outcomes of a teaching staff exchange, which seek to exploit the potential afforded by new technologies to enrich L2 learning conditions and learners' experience of using the L2 (in this case English) as a lingua franca. Two undergraduate courses, one for professional and one for academic purposes and both corresponding to 6 ECTS, use an integrated approach to skills development. Approximately one fifth of class contact time is devoted to project work. In each project, learners engage in a sequence of closely related interactive tasks which culminate in a video conference. Collaboration in assessment for learning through peer assessment and self-assessment plays a pivotal role in raising learners' awareness of their own and others' communication skills and learning strategies, and provides useful data for teaching-led research. Digital recordings from both projects along with completed assessment forms and post-project and post-course feedback questionnaires provide the data for our study. The research questions reported on here focus on spoken interaction and address such aspects as learners' perceptions of their own and others' strengths, weaknesses and coping strategies. Results suggest that this approach is highly valued and genuinely motivating for learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01