13. Aspects of Collaboration in Pedagogical Discourse

Donato, Richard

doi:10.1017/s026719050400011x

Cited by 149 publications

(85 citation statements)

References 17 publications

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“…The results deal with the interaction taking place and how it is developed in the students' joint writing. Donato (2004) suggests that it is possible for learners to 'mutually construct' assistance in the same way as experts scaffold novices, forming what he calls "a collective expert" (cited in Lantolf & Thorne, 2006, p. 283). In the texts posted by the students, it is possible to trace how the interaction develops within the groups; from their initial choice of threads that are to be analysed in the poems, to their discussion, offering interpretations and eventually referring to the outcomes as facts that promote new insights to those involved.…”

Section: Resultsmentioning

confidence: 99%

Second Language Teaching and Learning with Technology: Views of Emergent Researchers

Thouësny¹,

Bradley²

2011

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• Attribution: You must attribute the work in the manner specified by the publisher.• Noncommercial: You may not use this work for commercial purposes.• No Derivative Works: You may not alter, transform, or build upon this work.Research-publishing.net has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Moreover, research-publishing.net does not take any responsibility for the content of the pages written by the authors of this book. The authors have recognised that the work described was not published before (except in the form of an abstract or as part of a published lecture, or thesis), or that it is not under consideration for publication elsewhere. While the advice and information in this book are believed to be true and accurate on the date of its going to press, neither the authors, the editors, nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, expressed or implied, with respect to the material contained herein.Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.The print on demand version is an exact printed copy of the original eBook project which can be found at http://www.research-publishing.net.Typeset by research-publishing.net Cover design by Raphaël Savina (raphael@savina.net)• Fonts used are licensed under a SIL Open Font License.• Cantarell, designer Dave Crossland; Old Standard TT, designer Alexey Kryukov.ISBN13: 978-1-908416-00-1 (eBook) ISBN13: 978-1-908416-01-8 (print on demand) British Library Cataloguing-in-Publication Data. A cataloguing record for this book is available from the British Library.iii Notes on Contributors EditorsSylvie Thouësny is a Ph.D. student at Dublin City University, Ireland. Her current research focuses on language learner variability and language learner modeling to assist second language teachers in the provision of strategic and effective feedback adapted to each individual. This field of research mainly draws on disciplines such as applied linguistics, human computer interaction, natural language processing, intelligent computer-assisted language learning, and dynamic assessment.Linda Bradley is a Ph.D. student and lecturer at the Centre for Language and Communication, Chalmers University of Technology, Sweden. Her research interest is language learning and technology, investigating students' interaction, communication and linguistic production in online environments within higher education. Her publications focus on student collaboration and intercultural learning on web based tools such as wikis and blogs. In addition, she has a general interest in self-directed learning on emergent mobile devices. Reading CommitteeFrançoise Blin has been working in CALL since the late eightie...

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Section: Resultsmentioning

confidence: 99%

Second Language Teaching and Learning with Technology: Views of Emergent Researchers

Thouësny¹,

Bradley²

2011

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“…In the realm of distance education, the concept of immediacy functions as "a central promise and driver of technological change", and in the context of this study, telepresence robots operated as "an approximation to realism in representation, as an authentic feeling of being there, and as unrestricted connectivity (anytime-anywhere rhetoric)" [9].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Bernard et al(2009) highlighted the importance of the "affective benefits of interactivity" between learning agents, measured not by achievement but by "attitude and course satisfaction" in distance education [8]. This social aspect of interactivity is closely related to collaboration, another type of interaction [9]. Kim et al (2014) investigated how children interact differently when their interactions were mediated through screen-based video communication versus robot-mediated communication [10].…”

Section: ] Robosem In Tele-operated Modementioning

confidence: 99%

Qualitative Exploration on Children's Interactions in Telepresence Robot Assisted Language Learning

Shin¹,

Han²

2017

Journal of the Korea Convergence Society

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The purpose of this study was to explore children and robot interaction in distant language learning environments using three different video-conferencing technologies-two traditional screen-based videoconference technologies and a telepresence robot. One American and six Korean elementary school students participated in our case study. We relied on narratives of one-on-one interviews and observation of nonverbal cues in robot assisted language learning. Our findings suggest that participants responded more positively to interactions via a telepresence robot than to two screen-based video-conferencings, with many citing a stronger sense of immediacy during robot-mediated communications.•

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“…Readers forge group identities, but their individual, prior identities are never far away. These book clubs are often highly collaborative groups (Donato, 2004), yet argumentation and debate are valued. Lastly, groups appear to have fixed ways of conducting their meetings, but these are constantly under negotiation.…”

Section: Social Readingmentioning

confidence: 99%

Talk About Books : A Study of Reading Groups

Peplow¹

2016

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13. Aspects of Collaboration in Pedagogical Discourse

Cited by 149 publications

References 17 publications

Second Language Teaching and Learning with Technology: Views of Emergent Researchers

Second Language Teaching and Learning with Technology: Views of Emergent Researchers

Qualitative Exploration on Children's Interactions in Telepresence Robot Assisted Language Learning

Talk About Books : A Study of Reading Groups

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