Antipodal communication between students of German in Finland and in New Zealand via Facebook

Leier, Vera; Korkealehto, Kirsi

doi:10.14705/rpnet.2018.26.830

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…The combination of pedagogically sound approaches supported by suitable technology can have a positive impact on online language learning (Golonka, Bowles, Frank, Richardson, & Freynik, 2014;Rienties, Lewis, McFarlane, Nguyen, & Toetenel, 2018). Moreover, oral communication in a foreign language tends to be more stress-free online than in face-to-face learning situations (Leier & Korkealehto, 2018;Bueno-Alastuey & López Pérez, 2014). Additionally, technology provides students with opportunities to communicate freely and peer or expert feedback can promote learning.…”

Section: Ecological Perspective and Multimodalitymentioning

confidence: 99%

Enrolled or engaged? tudents’ perceptions of engagement and oral interaction in a blended learning language course

Korkealehto¹,

Lakkala²,

Toom³

2021

JALTCALL

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student engagement is essential in online language courses where the risk of suspending studies is higher than in face-to-face teaching. Furthermore, oral language rehearsal is challenging in such a course; therefore providing sufficient assignments to rehearse oral interaction is central. This study investigates how student engagement and oral language skills rehearsal are perceived in a blended learning language course. The course design was based on multimodality and the applied theoretical frameworks were ecological language learning and the notion of engagement. The study was conducted, and the data were collected in a 5-credit course for 1st-year business administration students (n=22). The qualitative data include students' learning diaries and open-ended questions of a post-course online questionnaire; the data were analysed according to the qualitative content analysis method. The findings suggest that meaningful course design with authentic assignments and course material enhanced students' academic engagement; students' own activity was perceived to foster academic engagement equally. social engagement was reinforced mainly by successful collaboration, but students' own actions had a great impact as well. in terms of oral interaction, collaborative, meaningful assignments and student's own investment in practicing had a positive impact on students' oral interaction. This study contributes to earlier research since it provides an insight into student academic and social engagement in a blended learning context and Korkealehto, Lakkala & Toom: Engagement and oral interaction in blended learning The JALT CALL Journal vol. 17 no.1 the findings can guide educators to design more engaging language learning courses in higher education.

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Section: Ecological Perspective and Multimodalitymentioning

confidence: 99%

Enrolled or engaged? tudents’ perceptions of engagement and oral interaction in a blended learning language course

Korkealehto¹,

Lakkala²,

Toom³

2021

JALTCALL

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“…A pesar del creciente número de estudios sobre el uso del inglés como lengua franca, tal y como señala O'Dowd (2016: 297), todavía existe la necesidad de investigar más en este campo. El presente estudio se suma a otros ejemplos de intercambios biculturales no bilingües en el ámbito universitario (Dunne, 2014;Vurdien, 2014;Chen et al, 2015;Leier y Korkealehto, 2018;Watson, 2019) en un intento de explorar los resultados de esta modalidad de telecolaboración.…”

Section: Marco Teóricounclassified

Edmodo Como Herramienta De Aprendizaje Telecolaborativo Online en El Aula De Inglés

Oria¹

2020

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Este artículo presenta una experiencia piloto en el uso de Edmodo como herramienta de enseñanza de idiomas a nivel universitario. A través de esta plataforma se ha creado un espacio de telecolaboración entre estudiantes de la Universidad de Zaragoza (España) y de la Universidad Maria Curie-Skłodowska (Polonia). Con una metodología de aprendizaje basado en tareas, la interacción entre los estudiantes españoles y polacos ha tenido como objeto principal aumentar la motivación de los participantes a la hora de utilizar el lenguaje y mejorar sus estrategias de escritura en lengua inglesa en un entorno de interacción social real y motivador, cercano a la experiencia habitual de las redes sociales que tienen los jóvenes, pero dentro de un contexto académico y supervisado. El análisis cuantitativo de los resultados revela que el proyecto ha contribuido al desarrollo de las destrezas de redacción de los estudiantes, así como a la reflexión sobre sus propios procesos de escritura. También ha ayudado a desarrollar el pensamiento crítico de los participantes a través de una serie de tareas y la evaluación de las de sus compañeros. Por el contrario, la experiencia no ha sido tan satisfactoria como cabía esperar inicialmente en lo concerniente al desarrollo de la competencia intercultural, pues en la mayoría de casos los intercambios no han trascendido lo puramente académico, quedándose muchas veces en la superficie.

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Towards sustainable language learning in higher education – engagement through multimodal approaches

Korkealehto¹,

Leier²

2019

CALL and Complexity – Short Papers From EUROCALL 2019

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This project was conducted in a five credit course in English as a Foreign Language, which was a compulsory module in first year business administration studies. The data includes students’ learning diaries and a post-course online questionnaire (N=21). The data were analysed using a content analysis method. The results indicate that the students perceived the multimodal task design as enjoyable and students’ engagement was fostered by course design, teacher’s activity, student’s activity, and collaboration.

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Antipodal communication between students of German in Finland and in New Zealand via Facebook

Cited by 4 publications

References 2 publications

Enrolled or engaged? tudents’ perceptions of engagement and oral interaction in a blended learning language course

Enrolled or engaged? tudents’ perceptions of engagement and oral interaction in a blended learning language course

Edmodo Como Herramienta De Aprendizaje Telecolaborativo Online en El Aula De Inglés

Towards sustainable language learning in higher education – engagement through multimodal approaches

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