Evaluative language for rapport building in virtual collaboration: an analysis of appraisal in computer-mediated interaction

Vinagre, Margarita; Esteban, Avelino Corral

doi:10.1080/14708477.2017.1378227

Cited by 24 publications

(17 citation statements)

References 28 publications

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“…The strong points outweigh the weak points, as students show positive perceptions of their telecollaborative projects, seen as a way of developing their competencies and enriching their learning experience, a finding aligned with previous research on telecollaboration (Ferreira et al, 2018;Kohn & Hoffstaedter, 2017) where students show high levels of engagement, building rapport at a distance (Vinagre & Esteban, 2018). Other responses referred to the specifics of the different projects rather than telecollaboration in general.…”

Section: Data Collection and Analysissupporting

confidence: 79%

Introduction to Effective Teaching of Technical Communication

Klein

2020

Effective Teaching of Technical Communication: Theory, Practice, and Application

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Section: Data Collection and Analysissupporting

confidence: 79%

Introduction to Effective Teaching of Technical Communication

Klein

2020

Effective Teaching of Technical Communication: Theory, Practice, and Application

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“…Finally, teachers implementing an inquiry-based telecollaboration should be prepared to resolve not only instructional, cognitive, and socio-linguistic challenges when they arise but also the issues stemming from diverse levels of digital literacies among students participating in the exchanges (O'Dowd & Dooly, 2020). Therefore, teachers need to choose the appropriate technologies and digital tools to fit both the students' everyday online practices and the telecollaborative project's objectives (Vinagre & Corral, 2018). Also, teachers should be able to organise and structure realtime student interaction considering the specific affordances and technicalities of synchronous tools such as Zoom, Skype or Microsoft Teams.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

Virtual exchanges in an inquiry-based learning environment: Effects on intra-cultural awareness and intercultural communicative competence

Ismailov

2021

Cogent Education

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While many studies indicate that "virtual exchanges" also known as telecollaboration are useful for developing intercultural communicative competence, there is a paucity of research on how learners acquire new knowledge related to their own culture and society before interacting with online foreign exchange partners. This study explores the potential of applying an inquiry-based strategy in developing students' intra-cultural awareness to enhance the quality of their intercultural communication. A quasi-experimental design involving undergraduate students in Japan (n = 112) was developed to assess the effectiveness of an inquirybased telecollaboration using explicit instruction in experimental group compared with unassisted intra-cultural telecollaboration in control group. Quantitative results indicated that while several outcomes on telecollaborative tasks and intra-cultural learning were not significantly different across conditions, students learning in an inquiry-based environment reported higher levels of engagement as well as ABOUT THE AUTHOR Murod Ismailov, PhD, is an assistant professor of communication at the Centre for Education of Global Communication under the Faculty of Humanities and Social Sciences at the University of Tsukuba, Japan. Also, he works as an Adjunct Lecturer at the Tokyo University of Foreign Studies and the National Police Academy of Japan. His research focuses on learner-centered pedagogy, 4C skills development, e-learning, telecollaboration, and inquiry-and project-based learning. In addition, he is actively involved in numerous research projects and grants supported by the Japanese government addressing topics of intercultural communication, English Medium Instruction (EMI), and social capital/ education in the post-Soviet countries. His most recent articles were published in Asia-Pacific Education Researcher, E-Learning and Digital Media, F1000 Research and other international peer-reviewed journals.

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“…A plausible explanation for these findings could be that students in the control group tended to focus more on the task itself, on what and how they wrote it, and at the same time they reflected more on the format and wording of their final joint essay. The experimental group, on the other hand, seemed to focus more on the collaborative interaction than on the task, as can be deduced from their levels of confidence and positivity (Vinagre & Corral, 2017).…”

Section: Resultsmentioning

confidence: 99%

Exploring virtual collaborative writing in the EFL classroom

Martínez-Sáez¹,

Corral-Esteban²,

Vinagre-Laranjeira³

2018

Future-Proof CALL: Language Learning as Exploration and Encounters – Short Papers From EUROCALL 2018

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With the integration of new technologies in the foreign language classroom, the practice of collaborative writing has gained renewed attention, although some questions still remain unanswered regarding the extent to which these tools help learners in their writing when compared to more traditional learning contexts (Elola & Oskoz, 2010). In order to explore these issues, we analysed the written production of 84 undergraduate students of English as a Foreign Language (EFL) using the LIWC2015 4 software. The analysis revealed significant differences in categories such as word count, clout, emotional tone, or analytical thinking when comparing the texts written by an experimental and a control group. Moreover, regarding discourse, some differences were observed in terms of the way information was presented and structured.

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Evaluative language for rapport building in virtual collaboration: an analysis of appraisal in computer-mediated interaction

Abstract: https://repositorio.uam.es Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in:

Cited by 24 publications

References 28 publications

Introduction to Effective Teaching of Technical Communication

Introduction to Effective Teaching of Technical Communication

Virtual exchanges in an inquiry-based learning environment: Effects on intra-cultural awareness and intercultural communicative competence

Exploring virtual collaborative writing in the EFL classroom

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