Telecollaboration: foreign language teachers (re)defining their role

Ensor, Simon; Kleban, Marcin; Rodrigues, Christine Blanchard

doi:10.4000/alsic.3140

Cited by 14 publications

(5 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This challenge determines the development of tele-collaborative activities. (Simon, Kleban, & Rodrigues, 2017).…”

Section: Technological Rolementioning

confidence: 99%

Impactos del programa institucional Teletandem en el aprendizaje de lenguas extranjeras en la Universidad Técnica de Cotopaxi, extensión Pujilí

Barbosa Rodriguez,

Oñate López,

Noroña Obaco

et al. 2024

ALCON

View full text Add to dashboard Cite

El Teletándem es una modalidad de aprendizaje en la que estudiantes de diferentes contextos lingüísticos y culturales colaboran a través de plataformas digitales, y se ha consolidado como una alternativa innovadora en la educación de idiomas extranjeros. Es por ello que el objetivo de esta investigación es examinar cómo inciden los roles de los docentes en la efectividad del programa institucional Teletándem en la Universidad Técnica de Cotopaxi. Se empleó un enfoque cualitativo. Se aplicó una entrevista semiestructurada tanto a docentes como a estudiantes. Para analizar los datos, se utilizó el análisis temático con el fin de determinar los temas comunes en las respuestas de los participantes. Luego, se utilizó el método de triangulación para comparar las respuestas desde la perspectiva de docentes y estudiantes. Los resultados muestran que en los programas Teletándem, los roles del docente son multifacéticos y cruciales, lo que facilita una experiencia productiva de aprendizaje en tándem. Los profesores sirven como facilitadores de interacción, mediadores interculturales, diseñadores de actividades, fijadores de objetivos, proveedores de retroalimentación, promotores de autonomía, adaptadores y creadores de un entorno de apoyo. La ejecución efectiva de las funciones de los docentes en el programa Teletándem impacta significativamente la participación y el compromiso de los estudiantes en las interacciones. El análisis de las entrevistas realizadas en las sesiones de Teletándem ha revelado que los educadores desempeñan un papel crucial en la preparación de los estudiantes para estas interacciones, guiándolos en el comportamiento, la formulación de preguntas y la navegación en la sesión. Sin embargo, existen variaciones en los enfoques empleados por los educadores: algunos proporcionan pautas estructuradas mientras que otros optan por métodos más flexibles. Además, se ha identificado una disparidad en la claridad y delimitación explícita de los objetivos de aprendizaje, lo que influye en las experiencias de los estudiantes.

show abstract

“…This challenge determines the development of tele-collaborative activities. (Simon, Kleban, & Rodrigues, 2017).…”

Section: Technological Rolementioning

confidence: 99%

Impactos del programa institucional Teletandem en el aprendizaje de lenguas extranjeras en la Universidad Técnica de Cotopaxi, extensión Pujilí

Barbosa Rodriguez,

Oñate López,

Noroña Obaco

et al. 2024

ALCON

View full text Add to dashboard Cite

show abstract

“…Is it so much part of the historical body the person sometimes wonders why it isn't as enjoyable as it used to be or as anticipated? 7 Phenomenon-based learning approaches, which put weight on activities and languages in their context should be implemented in teaching language context.These changing emphases are promoted in educational policies and are reflected in the curricula in relation to transversal competences, among other things. The changing focus of language pedagogy is further transforming the expectations set for teaching professionals (Dufva et al 2014).…”

Section: This Question May Be Developed With the Following More Speci...mentioning

confidence: 99%

“…Nexus analysis can be considered a suitable strategy for developing language teaching. Ensor (2017) suggests that teacher identity results from a complex interplay of institutional, professional and informal discourses, which may be both obstacles and bridges to pedagogical transformation. Kuure (2016) combined cultural-historical activity theory with nexus analysis showing how the language students' past experiences of language learning in formal contexts were interwoven with their pedagogical choices and visions.…”

Section: Introductionmentioning

confidence: 99%

Nexus Analysis as a Tool for Investigation of Digital Literacy and Digital Competency in Using LMS Labeled to Unlock Textbook Taught at King Khalid University

Abdala

2023

IJLLT

View full text Add to dashboard Cite

This study investigates digital literacy and digital competency in using LMS among KKU students studying English as an intensive English course. The study is based on using nexus analysis. This study adopts a descriptive-analytical method, and the main instrument used for collecting data is a questionnaire for teachers to investigate how students can use LMS to do their homework and activities related to Unlock textbooks. The study's findings have revealed that most students use LMS professionally but feel bored because of lengthy tasks, exercises and activities which consume a long time. In addition, most of the activities, tasks and exercises do not match the textbook unit contents. The study recommends that Cambridge LMS should be loaded with tasks, exercises and activities matching the unit content, and they should not be lengthy.

show abstract

“…What influences language teachers' understandings and visions about learning and teaching a language is the kind of educational discourses they have experienced and participated in as learners in their own past (Norris 2014;Murphy 2015;Moodie 2016, 38;Kuure et al 2016). Pedagogical transformation emerges from a complex interplay of institutional, professional, and informal discourses that may function as hindrances but also as bridges for new practices (Ensor, Kleban and Rodrigues 2017). Thus, the appropriation of new understandings and practices through an interplay of theoretical consideration and hands-on work is a complex process that evolves multimodally (Koivistoinen, Kuure and Tapio 2016).…”

Section: New Understandings and Practicesmentioning

confidence: 99%

Towards a shared vision of language, language learning, and a school project in emergence

Tumelius

Kuure

2020

Classroom Discourse

View full text Add to dashboard Cite

Riikka Tumelius is a language teacher educator, language teacher, and doctoral candidate. Her research interests include the complexity of multimodal interaction in language learning and language pedagogies in the light of our technologically changing everyday life. She applies nexus analytical methodologies in her research. https://orcid.org/0000-0002-6909-8339 Leena Kuure is an adjunct professor with an interest in mediated discourse theory and nexus analysis, which focus on social action and invite multidisciplinary collaboration. Her research fields include multimodal and networked literacy practices in technology-rich environments and participation in constructing the future school.

show abstract

Telecollaboration: foreign language teachers (re)defining their role

Cited by 14 publications

References 25 publications

Impactos del programa institucional Teletandem en el aprendizaje de lenguas extranjeras en la Universidad Técnica de Cotopaxi, extensión Pujilí

Impactos del programa institucional Teletandem en el aprendizaje de lenguas extranjeras en la Universidad Técnica de Cotopaxi, extensión Pujilí

Nexus Analysis as a Tool for Investigation of Digital Literacy and Digital Competency in Using LMS Labeled to Unlock Textbook Taught at King Khalid University

Towards a shared vision of language, language learning, and a school project in emergence

Contact Info

Product

Resources

About