Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist approach to Language Study Abroad

McGregor, Meredith

doi:10.37213/cjal.2020.28958

Cited by 4 publications

(18 citation statements)

References 27 publications

(27 reference statements)

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“…SM-based e-Portfolios benefited students in developing their skills. Past studies reported students’ skill development in areas as follows: language (Gordon, 2017 ; McGregor, 2020 ) and language learning skills (Gordon, 2017 ); writing abilities (Aydin, 2014 ; Barrot, 2021 ; Gabaudan, 2016 ; Kabilan & Khan, 2010 ; Rubrico, 2012 ; van Wyk, 2017 ; Wicks & Lumpe, 2015 ); reading skills (Aydin, 2014 ; Barrot, 2016 ; Kabilan & Khan, 2010 ); speaking skills (Huang & Hung, 2010 ; McGregor, 2020 ); critical thinking skill (Blaschke, 2014 ; Cleveland, 2018 ; Kabilan, 2016 ; Kabilan & Khan, 2010 ; van Wyk, 2017 ); technological skills (Gabaudan, 2016 ; Kabilan & Khan, 2010 ; Tur & Marín, 2015 ; Tur & Urbina, 2014 ); research skills (Aydin, 2014 ); designing skills and knowledge of different cultures (Gordon, 2017 ); teaching skills and organization skills (Kabilan, 2016 ); scientific literacy (Wijayanti & Basyar, 2016 ); and vocabulary (McGregor, 2020 ). …”

Section: Findings and Discussionmentioning

confidence: 99%

“…Students’ language and language learning skills have substantially improved because they have to think about linguistics almost all the time while maintaining their e-Portfolio (Gordon, 2017 ). McGregor ( 2020 ) highlights that the use of SM-based e-Portfolio during language study abroad promoted metalinguistic awareness. It can significantly impact language gain because students had the opportunity to reflect on their language learning and pose questions to an expert mentor (McGregor, 2020 ).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…McGregor ( 2020 ) highlights that the use of SM-based e-Portfolio during language study abroad promoted metalinguistic awareness. It can significantly impact language gain because students had the opportunity to reflect on their language learning and pose questions to an expert mentor (McGregor, 2020 ). This mentor functioned as the ‘more knowledgeable other,’ assisting them in assimilating new information and assigning meaning to their experiences (McGregor, 2020 ).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…It can significantly impact language gain because students had the opportunity to reflect on their language learning and pose questions to an expert mentor (McGregor, 2020 ). This mentor functioned as the ‘more knowledgeable other,’ assisting them in assimilating new information and assigning meaning to their experiences (McGregor, 2020 ). Besides that, students’ reading skills are nurtured through the continuous reading of related topics (Aydin, 2014 ; Barrot, 2016 ; Kabilan & Khan, 2010 ).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…The studies in this review have critically integrated reflective activities (e.g., Chuang, 2010 ; Cleveland, 2018 ; Kabilan, 2016 ; McGregor, 2020 ; Tur & Marín, 2015 ; van Wyk, 2017 ). Reflection is an integral feature of e-Portfolios because it facilitates students to rethink their learning as professionals, gain new knowledge, improve soft skills, organize activities (Kabilan, 2016 ), and develop their beliefs and identities (Tang & Lam, 2014 ).…”

Section: Findings and Discussionmentioning

confidence: 99%

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Using social media as e-Portfolios to support learning in higher education: a literature analysis

Chang

Kabilan

2022

J Comput High Educ

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Although e-Portfolio is acknowledged as one of the powerful pedagogical practices that enhance learning in higher education (HE), not much is known about the types of social media (SM) utilized as e-Portfolios and the benefits for students. This literature analysis, using directed content analysis, aims to explore the above vacuum. The research questions in this study are: (1) In what ways do the SM as e-Portfolios benefit students in HE? (2) To what extent are the benefits of SM as e-Portfolios comparable to those of conventional e-Portfolios? and (3) What are the drawbacks that practitioners and researchers need to be concerned with? Findings indicate that blogs are the most popular SM used as e-Portfolios to support learning, followed by social networking sites and collaborative projects. The study yields 13 advantages and 12 drawbacks when SM is manipulated as e-Portfolios. These findings conclude that the use of SM as e-Portfolios has a great potential in supporting students’ learning and development by providing an environment for them to learn meaningfully from their experiences and engage in critical reflections and dialogues that allow them to gain new knowledge and valuable insights and thus, improve their skills. A pedagogical framework for the planning and implementation of SM as e-Portfolios is suggested based on the findings and aims of the papers that were reviewed. Supplementary Information The online version contains supplementary material available at 10.1007/s12528-022-09344-z.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 99%

See 3 more Smart Citations

Using social media as e-Portfolios to support learning in higher education: a literature analysis

Chang

Kabilan

2022

J Comput High Educ

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Trends in digital mentoring for language teachers: Promising practices, caveats, and future directions

Semingson,

Smith

2023

New Drctns for Teach & Learn

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This chapter focuses on the future of mentoring by focusing on digital mentoring of language and TESOL teachers in higher education with a lens on nurturing the faculty‐student dynamic in primarily online/digital/blended teaching contexts. We also focus on a review of recent extant literature from the last ten years (2012‐2022) on the topic in three key categories. The paper draws upon a framework of connectivism and networked knowledge as well as a constructivist approach to learning. A constructivist model for digital mentoring builds on students’ needs, knowledge, and experience, seeing the instructor and student mentoring dynamic in multi‐faceted ways. Mentoring in a digital era draws on frameworks that suggest that mentors and mentees are part of connected communities, especially digitally connected communities. Digital mentoring has been used across both synchronous and asynchronous learning contexts (e.g., email, videoconference, etc.) and increasingly over social media (e.g., Twitter).

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Intercultural communication in second-language (L2) learning via social media within the Inuit context: a scoping literature review

MacDonald

2023

AlterNative: An International Journal of Indigenous Peoples

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This scoping literature review examines the extent of research in second-language learning through intercultural communication on social media, specifically in Inuit (Indigenous people of the Arctic) communities. The investigation maps out gaps in the literature and explains the need for research in the Inuit context. Forty-seven studies and related resources are examined through a conceptual lens focused on the intersections between intercultural communication, social media, and Indigenous peoples, revealing concentrations on authentic interaction, Indigenous identity, language revitalization, and maintenance. Particular to the Inuit context, the analysis identifies the following gaps: (a) intercultural communication in second-language learning and Inuit; (b) second language learning through social media and Inuit; and (c) intercultural communication in second-language learning via social media and Inuit. None of the studies reviewed describe pedagogical applications for Inuit. This scoping literature review suggests future research and curriculum development that could be implemented in the Inuit context, particularly in Nunavik.

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Metalinguistic Reflection and Computer-Mediated Communication: An Interventionist approach to Language Study Abroad

Cited by 4 publications

References 27 publications

Using social media as e-Portfolios to support learning in higher education: a literature analysis

Using social media as e-Portfolios to support learning in higher education: a literature analysis

Trends in digital mentoring for language teachers: Promising practices, caveats, and future directions

Intercultural communication in second-language (L2) learning via social media within the Inuit context: a scoping literature review

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