Computer Supported Collaborative Writing in Practice: An Activity Theoretical Study

Blin, Françoise; Appel, Christine

doi:10.11139/cj.28.2.473-497

Cited by 44 publications

(16 citation statements)

References 20 publications

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“…While earlier activity theoretical studies focused on the activity of individual language learners (as cited in Blin & Appel, 2011), second generation AT (Engeström, 2001) targets the entire activity system and studies the dynamics generated between the various poles of the activity system. According to this model, the subject can either be individual or collective.…”

mentioning

confidence: 99%

Collective Digital Storytelling: An Activity-theoretical Analysis of Second Language Learning and Teaching | Les histoires numériques collectives : une analyse systémique de l’activité d’apprentissage-enseignement d’une langue seconde

Kalyaniwala-Thapliyal¹

2016

CJLT / RCAT

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This paper describes the collective activity of a group of four students who created a digital story as a teaching resource that was to be used for teaching English as a foreign language. It uncovers and analyzes the actual processes underlining the activity as it unfolds from one stage to another. Four processes, viz., sociocognitive interactions, methodological processes, reflective processes and techno-semiopragmatic interactions were identified during the unfolding of the collective activity. Moreover, the results of this study highlight the role of the community in determining the activity of a lower level language group. RésuméCet article décrit l'activité collective d'un groupe restreint de quatre étudiants qui a créé une histoire numérique en tant que ressource pédagogique pour l'enseignement de l'anglais langue étrangère. Il analyse et révèle des processus de l'activité lorsqu'elle se déplie d'une phase à une autre. Quatre processus, à savoir les interactions sociocognitives, les processus méthodologiques, les processus réflexifs et les interactions techno-sémiopragmatiques ont été identifiés. Les résultats de cette étude soulignent également le rôle de la communauté pour déterminer l'activité d'un groupe restreint ayant un niveau linguistique inférieur par rapport aux autres groupes.

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confidence: 99%

Collective Digital Storytelling: An Activity-theoretical Analysis of Second Language Learning and Teaching | Les histoires numériques collectives : une analyse systémique de l’activité d’apprentissage-enseignement d’une langue seconde

Kalyaniwala-Thapliyal¹

2016

CJLT / RCAT

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“…More recent studies investigating task‐based interaction using the lens of AT (e.g., Blin & Appel, ; Fujioka, ; Li, ; Li & Zhu, ) have provided additional confirming evidence of the importance of learner agency when explaining task‐based behaviour. Some of these studies analysed the activity of individual learners composing academic texts (e.g., Fujioka, ; Li, ).…”

Section: Literature Reviewmentioning

confidence: 83%

“…In Roebuck's (2000) study, the learners' needs to preserve their face when confronted with a difficult task explained how different learners went about completing the task. More recent studies investigating task-based interaction using the lens of AT (e.g., Blin & Appel, 2011;Fujioka, 2014;Li, 2013;Li & Zhu, 2017) have provided additional confirming evidence of the importance of learner agency when explaining task-based behaviour. Some of these studies analysed the activity of individual learners composing academic texts (e.g., Fujioka, 2014;Li, 2013).…”

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confidence: 88%

Comparing the Same Task in ESL vs. EFL Learning Contexts: An Activity Theory Perspective

Storch

Sato

2019

Int J App Linguistics

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This classroom‐based study examined the role of context in task‐based interaction. Identical tasks were implemented in university‐level classes in two contexts: Australian ESL (n = 27) and Chilean EFL (n = 19). The learners engaged in discussion tasks, as part of the regular classroom activities. Data included audio‐recorded task‐based interactions, observations, and a survey. Data analysis was guided by activity theory, examining how learners approached the tasks, including deliberations about language (actions), the group dynamics, and their use of mediating tools (e.g., L1). Our findings revealed differences in the learners' actions in these two contexts, both expected (e.g., use of L1) and unexpected (e.g., the nature of assistance provided). Our study shows that in different contexts, the same tasks represent different learning activities.

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“…Action-oriented approaches are drawn from sociocultural and cultural historical activity theoretical approaches to language teaching and learning (see for example Blin & Appel, 2011;Blin & Thorne, 2011). A review of the literature was undertaken to commence the initial expansion of the conceptual framework to consider the integration and use of learning analytics within the SpeakApps environment.…”

Section: Conceptual Framework Discussionmentioning

confidence: 99%

Diagnostic CALL tool for Arabic learners

Alsabaan

Ramsay

2014

CALL Design: Principles and Practice - Proceedings of the 2014 EUROCALL Conference, Groningen, the Netherlands

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Computer Supported Collaborative Writing in Practice: An Activity Theoretical Study

Cited by 44 publications

References 20 publications

Collective Digital Storytelling: An Activity-theoretical Analysis of Second Language Learning and Teaching | Les histoires numériques collectives : une analyse systémique de l’activité d’apprentissage-enseignement d’une langue seconde

Collective Digital Storytelling: An Activity-theoretical Analysis of Second Language Learning and Teaching | Les histoires numériques collectives : une analyse systémique de l’activité d’apprentissage-enseignement d’une langue seconde

Comparing the Same Task in ESL vs. EFL Learning Contexts: An Activity Theory Perspective

Diagnostic CALL tool for Arabic learners

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