Assessing oral proficiency in computer-assisted foreign language learning: A study in the context of teletandem interactions

Consolo, Douglas Altamiro; Furtoso, Viviane Bagio

doi:10.1590/0102-445022183819328533

Cited by 5 publications

(3 citation statements)

References 8 publications

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“…A teletandem, as defined by Telles (2015), is a "virtual, collaborative, and autonomous context in which two speakers of different languages use the text, voice, and webcam image resources of VOIP technology (Skype) to help each other learn their native language" (p. 603). Regardless of the platform used, whether Skype or a similar technology, teletandems are traditionally viewed as contributing to the students' language proficiency (Cardoso & Matos, 2012;Consolo & Furtoso, 2015;Marques Spatti Cavalari, & Aranha, 2016). Similarly, in our project, teletandems helped students practice tasks carefully designed to push their language proficiency and facilitate cultural understanding.…”

Section: Introductionmentioning

confidence: 90%

The Effects of an EFL and L2 Russian Teletandem Class: Student Perceptions of Oral Proficiency Gains

Bown

Smith

Talalakina

2019

JLE

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In response to the growing demand for highly proficient foreign language (L2) speakers in professional work settings, scholars and educators have increasingly turned their attention to methods for developing greater fluency in their learners who aspire to such jobs. Engaging in persuasive writing and argumentation has been shown to promote both written and oral proficiency among advanced L2 learners (Brown, 2009). This study focuses on the application of the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines and standards to the design of teletandem courses in English as a Foreign Language (EFL) and Russian as a Foreign Language developed to promote Advanced and Superior-level language gains. ACTFL Can-Do statements were used to evaluate learners’ self-reported language gains as a result of participating in the course. The results indicated that such an approach can indeed yield significant perceived gains, especially for spoken language, for all the participants regardless of their target language and home institution.

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Section: Introductionmentioning

confidence: 90%

The Effects of an EFL and L2 Russian Teletandem Class: Student Perceptions of Oral Proficiency Gains

Bown

Smith

Talalakina

2019

JLE

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“…One element that is positively affected during a session is feedback. Consolo and Furtoso (2015) demonstrated that the feedback offered during the session is essential to give context, maintain the progress of interaction, and provide support to acknowledge the interlocutor's speech. When writing and giving peer feedback, students focus on language form when correcting their partners'…”

Section: Teletandem and Language Learningmentioning

confidence: 99%

Teaching social issues through cinema and teletandem

Castillo-Scott

2018

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Teletandem is an innovative learning experience that helps to connect foreign language students with native or competent speakers in a virtual context. Through a Teletandem project, students have the opportunity to learn a language while developing a new cultural dimension. This paper presents the pedagogical experience of using Spanish cinema and a U.S.-Chilean Teletandem project designed to promote linguistic skills while addressing sociocultural issues related to the target culture. Using Web 2.0 tools, students had monthly synchronous conversations that focused on cultural, racial, gender, and socialpolitical problems associated with the Hispanic culture. The Teletandem project allowed students to compare information learned in class with the material collected from their partners. This exchange of information helped students to form their own opinions and gain new perspectives of the target culture.

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“…Reciprocity, equality, collaboration, and autonomy are the foundational characteristics of tandem language learning and its technology-mediated variation, teletandem. Literature in the field has focused on how these foundational characteristics work in the interaction between participants (BRINCKWIRTH, 2012;CAPELLINI, 2016;CONSOLO & FURTOSO, 2015;TELLES, 2015aTELLES, , 2015bVASSALLO, 2010). Since tandem interactions feature individuals who take turns both playing the role of learner (of their target language) and of expert (of their native language or one in which they are proficient) the concept of identity has risen to be one of critical focus.…”

Section: Introductionmentioning

confidence: 99%

Deconstructing language learners’ feelings of inferiority through teletandem

Zulaica-Gómez

2018

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Desconstruindo a sensação de inferioridade de aprendizes de línguas por meio do TeletandemAbstract | Teletandem is based on principles of reciprocity, equality, collaboration, and autonomy between two participants who are eager to learn their target language and share their knowledge of the one in which they are proficient at the same time. While this is true, each party comes to the experience with their own context, perception, and attitudes towards their target language, and thus, their circumstances are unequal, particularly those pertaining to their motivation for enrolling in a foreign language class. In the case of Mexican learners of English as a foreign language, several sociocultural factors, resulting from the country's colonial history affect their motivation and attitude towards English. This article focuses on a) how perceptions and attitudes towards English affect the willingness of Mexican learners to participate in teletandem sessions by self-imposing a lower station within a preconceived social hierarchy, and b) how teletandem can break through these preconceived notions and change the way they perceive themselves and their partners. Results of post-session evaluations reveal how after participating in teletandem and reflecting on the experience, they report increased motivation and confidence in their target language skills.

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Assessing oral proficiency in computer-assisted foreign language learning: A study in the context of teletandem interactions

Cited by 5 publications

References 8 publications

The Effects of an EFL and L2 Russian Teletandem Class: Student Perceptions of Oral Proficiency Gains

The Effects of an EFL and L2 Russian Teletandem Class: Student Perceptions of Oral Proficiency Gains

Teaching social issues through cinema and teletandem

Deconstructing language learners’ feelings of inferiority through teletandem

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