Language Learning: The Merge of Teletandem and Web 2.0 Tools
Carla Abreu-Ellis, Jason Brent Ellis, Abbie Carle, Jared Blevens, Ashland University, United States ; Aline Decker, Universidade do Estado de Santa Catarina, Brazil ; Letícia Carvalho, Patrícia Macedo, Universidade Federal Rural do Rio de Janeiro, Brazil
Journal of Interactive Learning Research Volume 24, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The following action research provides an overview of student’s perceptions of the incorporation of Web 2.0 technologies into in-tandem language learning activities. American and Brazilian college students were partnered in order to work in-tandem through pre-determined language activities using Web 2.0 technologies to learn a second language, prior to studying abroad. Findings indicated both advantages and pitfalls of incorporating Web 2.0 technologies from a learner centered perspective. Implications for program change included clear directives and protocols for text-based communications between peers and providing back-up options for students when technologies fail to work or are unavailable.
Abreu-Ellis, C., Ellis, J.B., Carle, A., Blevens, J., Decker, A., Carvalho, L. & Macedo, P. (2013). Language Learning: The Merge of Teletandem and Web 2.0 Tools. Journal of Interactive Learning Research, 24(4), 353-369. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)
Ryan Baker, University of Pennsylvania, United States; Feng Wang & Zhenjun Ma, Learnta Inc., China; Wei Ma, Institute of Statistics and Big Data, Renmin University of China, China; Shiyue Zheng, Teachers College Columbia University, United States
Journal of Interactive Learning Research Vol. 29, No. 1 (January 2018) pp. 5–24
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