This book brings together and links crucial aspects of research in applied linguistics, that is, conducting research to promote telecollaboration/virtual exchange in language learning geared towards broadening understanding of diverse cultural realities; bringing together scholars from around the world to share and build upon projects and experiences and, ultimately, assembling this volume as inspiration for colleagues wishing to undertake or study similar projects and experiences.
There are three crucial elements in terms of language learning in this book: telecollaborative/virtual exchange networks; learning in diverse intercultural settings; and contextualization within the digital age we are currently immersed in. These are three of the most challenging scenarios language teachers can implement within the foreign language classroom. However, as will become apparent after reading this book, each and every one of the authors has managed to scrutinise and focus on one, two or all three of these aspects in their research or reflective practice studies.
Despite technology having been mainstream for the past forty odd years, we are nevertheless experiencing the initial stages of the digital revolution that still awaits us. Educational technologies must still take giant steps to satisfy the possibilities of what digitization has to offer, especially in terms of improving accessibility to and sharing of information, increased productivity, cost efficiency, and information preservation. This book aims to help practitioners and researchers alike gain insight into the very many sides of telecollaboration/virtual exchange for language learning, with an intercultural focus, in technology-enhanced environments.
Telecollaborative networks and intercultural learning in the digital age: a multidisciplinary approach
págs. 1-12
Seriously?! Do we really have much pigs here?!: exploring complaints in virtual English as lingua franca exchanges
págs. 13-26
págs. 27-39
A mixed approach to the collaboration: videoconferencing and text messaging
págs. 41-55
Making the most of an LMOOC for migrants and refugees in a blended learning context: the role of the pedagogical guide
págs. 57-69
págs. 71-82
Does audiovisual input play an important role in EFL learners' pragmatic awareness?: A case study in multiple speech acts teachability to EFL Spanih students
págs. 83-101
págs. 103-117
Collaborative learning in the Business German classroom: a gamification experience to develop oral and written skills and intercultural awareness
págs. 119-135
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