This paper aims at describing the characteristics of a blended foreign language learning context in which a series of teletandem sessions has been integrated into the syllabus of an EFL course at UNESP (in São José do Rio Preto). It focuses on the changes that have been made in the implementation of teletandem practice so that it became a pedagogic activity that is embedded in an EFL course with a number of tasks to be performed and subject to the professor's assessment. It is argued that such modifications have made it possible to characterize a new modality of teletandem in Brazil: institutionalintegrated teletandem (Aranha & Cavalari, 2014). This new modality, as implemented at UNESP-Rio Preto, entails the presence of some constituent elements, such as preparation of participants, integration of tasks and of assessment.

Telecollaborative learning can be implemented at higher education institutions as an independent practice or as a blended setting integrated into classroom activities. Considering telecollaborative practices in European universities, some researchers proposed categories and levels of classroom and institutional integration. Teletandem, a model of telecollaboration implemented at UNESP (Universidade Estadual Paulista), involves two speakers of different languages who use the text, voice, and webcam image resources of VOIP technology to help each other learn their native language (or language of proficiency). This paper aims at describing and discussing the different teletandem learning set-ups implemented at the Brazilian university in relation to the levels of integration described by Brammerts (2002; 2003) and Lewis & O’Dowd (2016). The discussion is based on the data collected by means of a questionnaire answered by teletandem practitioners (teachers and researchers) at UNESP. Results revealed low levels of integration both into classroom and into institutional practices.

We defi ne institutionally integrated teletandem (iiTTD) as a series of teletandem sessions that are embedded in regular foreign

Este trabalho foi realizado com o objetivo de se investigar o gerenciamento do erro em aulas de inglês como língua estrangeira e suas implicações para o processo de ensino e aprendizagem. Em sua primeira etapa, a investigação buscou (a) verificar como os participantes da pesquisa vivenciavam o erro e a correção, (b) descrever as principais características das interlínguas dos aprendizes naquele momento. Na segunda etapa do trabalho, desenvolveu-se uma proposta de intervenção e tratamento dos erros mais recorrentes, por meio da qual se pretendia implementar ações pedagógicas com foco na forma (FonF) que promovessem a negociação de determinados aspectos lingüísticos. Os dados foram coletados por meio de entrevistas, questionários, gravações audiovisuais, observações das aulas, notas de campo transformadas em diários, sessões de visionamento com os aprendizes e de discussão com a professora participante, num processo cíclico e contínuo, a fim de se embasarem as decisões referentes ao processo interventivo. Verificou-se que os movimentos corretivos empregados para promover momentos de negociação da forma se mostraram uma importante ferramenta no tratamento dos erros por ajudarem os aprendizes a perceberem lacunas em suas interlínguas e a se esforçarem para refazer suas produções consideradas imprecisas. Nesse esforço, observou-se a importância do papel do professor ao fornecer os andaimes necessários para que cada aprendiz pudesse se monitorar. Considerou-se, também, a relevância do aspecto complementar entre os dois focos - foco na forma x foco na mensagem para o processo de ensino e aprendizagem de língua estrangeira por instrução.

Teletandem (Telles, 2009) is a model of telecollaboration in which pairs of foreign language students from different countries meet regularly and virtually to learn each other’s languages. Within this context, participants are expected to help their partners learn by providing feedback. The multimodal nature of this type of environment, however, may offer different learning opportunities (Guichon & Cohen, 2016) and have an impact on feedback provision. This research aims at investigating peer corrective feedback in Teletandem in relation to the different modes. Using a case study approach, we describe how three Brazilians offered feedback to learners of Portuguese as a foreign language. Data used came from 20 Teletandem oral sessions that took place over a period of three years and were stored in MulTeC (Aranha & Lopes, 2019). Data analysis revealed that CF provision is characterized by reformulations, with a blurred distinction between recasts and explicit corrections due to a combination of multimodal strategies. Results also indicate that error correction may be more (or less) emphasized depending on how interlocutors combine multimodal resources. Pedagogical implications are discussed. Teletandem (Telles, 2009) est un modèle de télécollaboration par lequel des paires d’étudiants de langue étrangère originaires de différents pays se rencontrent régulièrement de façon virtuelle pour apprendre les langues des uns des autres. Dans ce contexte, on s’attend à ce que les participants aident leur partenaire à apprendre en leur fournissant de la rétroaction. La nature multimodale de ce type d’environnement peut, cependant, offrir diverses occasions d’apprentissage (Guichon & Cohen, 2016) et influencer la façon dont la rétroaction est fournie. Le but de cette recherche est d’étudier la rétroaction corrective par les pairs dans Teletandem par rapport aux différents modes. En se servant d’une approche par étude de cas, nous décrivons comment trois Brésiliens ont offert de la rétroaction à des apprenants de portugais langue étrangère. Les données utilisées venaient de 20 sessions orales de Teletandem qui s’étaient déroulées sur une période de trois ans et ont été stockées sur MulTeC (Aranha & Lopes, 2019). L’analyse des données a révélé que la fourniture de rétroaction corrective se caractérise par des reformulations, qui ne distinguent pas très bien entre des refontes et des corrections explicites, ce qui est dû à une combinaison de stratégies multimodales. Les résultats indiquent également que la correction des erreurs peut être plus ou moins soulignée selon la façon dont les interlocuteurs combinent les ressources multimodales. On discute des implications pédagogiques.