A correção de erros e as relações entre avaliação por pares e autoavaliação no ambiente teletandem

Cavalari, Suzi Marques Spatti; Freschi, Ana Carolina

doi:10.21165/gel.v15i3.2413

Cited by 5 publications

(7 citation statements)

References 11 publications

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“…Analysis lies on interpretation and the research consists of a hypothesis forming investigation as opposed to hypothesis testing (BROWN, 2004), andRampazzo (2019) suggests that variation in iTOS may be related to the occlusion of iTOS. Cavalari and Freschi (2018) provide an interpretive analysis of teletandem oral sessions from MulTeC to investigate error correction in the moments when both partners are involved. Some quantification is also explored through counting correction moments; however, the study presents more characteristics from the qualitative spectrum for it investigates the Portuguese portion of 20 sessions from different years (2012,2013,2014), observing them in their natural context.…”

Section: Published and Current Research And Partnershipsmentioning

confidence: 99%

Research methods in teletandem context: approaches and possibilities

Aranha

Rampazzo

2022

TheESP

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The purposes of this paper are to (i) show how research in teletandem has been carried out over the years since the beginning of the Project Teletandem Brasil: Foreign Languages for All; (ii) relate the context to the possibilities of data collection; (iii) discuss methodological approaches applicable to teletandem; (iv) introduce MulTeC (Multimodal Teletandem Corpus) as an alternative for diverse types of research. We empirically demonstrate data from theses, dissertations, and papers related to methodology; present approaches of methodological research from quantitative and qualitative perspectives, presenting characteristics of each; discuss how viable individual data collection is; demonstrate how MulTeC (Multimodal Teletandem Corpus) may help researchers and be used as a model for future data collection. Finally, we share some current research using the mentioned corpus in an attempt to show an array of possibilities both from the qualitative and quantitative perspectives.

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Section: Published and Current Research And Partnershipsmentioning

confidence: 99%

Research methods in teletandem context: approaches and possibilities

Aranha

Rampazzo

2022

TheESP

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“…• an attempt to non-verbally elicit the correct form from the learner Source: Lyster, Saito, Sato (2013, p. 4) According to this proposal, both groups of CF types (reformulations and prompts) range from implicit to explicit in a continuum: • prompts: the most implicit is clarification request, and the most explicit is metalinguistic clue; repetition, paralinguistic signal and elicitation are intermediary forms. These categories have traditionally been used to study not only teacher, but also peer corrective feedback in the oral modality of language in different contexts (AKIYAMA, 2017;FRESCHI, 2017;CAVALARI;FRESCHI, 2018;BENEDETTI;GIANINI, 2010;SATO, 2017;SHEEN, 2011;CAÑADO, 2007;O'DOWD, 2008;WIGHAM;CHARNIER, 2015;). Sato (2017) carried out a study on oral Peer Corrective Feedback (PCF) in which different theoretical frameworks are discussed.…”

Section: Metalinguistic Cluementioning

confidence: 99%

“…In the Teletandem setting as implemented at UNESP, PCF of oral production has been examined by Benedetti and Gianini (2010), Freschi (2017), Cavalari and Freschi (2018), Freschi and Cavalari (2020) and Pereira Filho (ongoing). Benedetti and Gianini (2010) studied how a Brazilian (Spanish learner) provided feedback to an Argentinian (Portuguese learner).…”

Section: Metalinguistic Cluementioning

confidence: 99%

“…There is a growing body of research which has examined the corrective feedback offered by peers in telecollaborative synchronous oral interactions (AKIYAMA, 2017;CAVALARI;FRESCHI, 2018;FRESCHI, 2017;FRESCHI;CAVALARI, 2020;PEREIRA FILHO, ongoing). These studies have shown that oral PCF is characterized by reformulations, a type of feedback in which the expert, or linguistically more competent participant, offers their partner the corrected/revised form of a non-target production, usually implicitly.…”

Section: Introductionmentioning

confidence: 99%

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Peer Corrective Feedback: Face-saving Strategies in Teletandem Oral Sessions

Cavalari

Freschi

FILHO

2022

TheESP

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This paper aims at examining oral peer feedback in relation to facework theories within the teletandem context. Teletandem is a mode of telecollaboration in which two learners who speak different languages meet virtually in order to learn with each other by offering feedback by means of audio, video and textual resources. The study is qualitative in nature and uses an ethnographic microanalysis approach. The data utilized are recordings of 20 teletandem oral sessions stored in MulTeC (ARANHA; LOPES, 2019). The participants are three pairs of learners who interact both in Portuguese and in English. Results showed that more explicit types of reformulations may be face threatening and, in these cases, learners use strategies to save their own faces. On the other hand, more implicit types of reformulations do not seem to be face threatening and can be compared to strategies used to save other people's face.

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“…Essas características da autoavaliação se alinham muito bem com os contextos de aprendizagem telecolaborativos, uma vez que professor e parceiros mais proficientes na língua-alvo "passam a ser mediadores da aprendizagem, enquanto o estudante torna-se mais ativo e autonômo durante as interações online ao avaliar seu próprio desempenho" (SILVEIRA, 2017, p. 16). Outros estudos ratificam resultados que apontam a importância da autoavaliação para o processo de aprendizagem de línguas no teletandem (CAVALARI, 2009;CAVALARI;FRESCHI, 2018;FURTOSO, 2011;FERREIRA, 2016).…”

Section: A Ficha De Acompanhamento/autoavaliação De Teletandemunclassified

FORMAÇÃO DE PROFESSORES DE PLE: aprendizagem orientada pela avaliação no e pelo teletandem

Franco

Furtoso

2021

Open Minds

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Apesar do potencial das práticas de teletandem para a aprendizagem de línguas e para a formação de professores, existem lacunas referentes à formação de professores para o ensino de Português como Língua Estrangeira (PLE). Relatamos, assim, a experiência de um curso de extensão de formação de professores no qual os participantes realizaram interações de teletandem e leituras para a discussão de especificidades do ensino de PLE. A partir de affordances para o desenvolvimento de professores no teletandem, o curso foi conduzido com base na avaliação como diagnóstica, formativa e, portanto, orientadora da aprendizagem, permitindo-nos (re)orientar nossa prática pedagógica a partir das respostas fornecidas pelos parceiros brasileiros a uma Ficha de Acompanhamento / Autoavaliação de Teletandem. Como considerações preliminares, o estudo identificou affordances do teletandem para a formação de professores de PLE, a saber: criar empatia para a prática de idiomas por meio da telecolaboração, refletir sobre a língua materna como língua do outro e nas implicações que isso oferece para a atuação do professor de línguas, fornecer feedback cultural considerando a diversidade e a pluralidade, praticar tipos diferentes de feedback linguístico frente à cultura de aprender do parceiro e ampliar o uso de recursos tecnológicos para o ensino de línguas.

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A correção de erros e as relações entre avaliação por pares e autoavaliação no ambiente teletandem

Cited by 5 publications

References 11 publications

Research methods in teletandem context: approaches and possibilities

Research methods in teletandem context: approaches and possibilities

Peer Corrective Feedback: Face-saving Strategies in Teletandem Oral Sessions

FORMAÇÃO DE PROFESSORES DE PLE: aprendizagem orientada pela avaliação no e pelo teletandem

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