Appropriation of a representational tool in a second-language classroom

Abstract

While the affordances of face-to-face and online environments have been studied somewhat extensively, there is relatively less research on how technology-mediated learning takes place across multiple media in the networked classroom environment where face-to-face and online interactions are intertwined, especially in the context of language learning. This case study contextually investigates the appropriation of a representational tool by students in small groups, in the context of collaborative second language writing activities. In this paper, micro-analysis of cross-media interactions is deployed to unravel how different groups of students evolve alternative approaches to appropriating the technology. The study explores the beneficial affordances of a representational tool that supplement face-to-face communication for second language learning, and draws implications for the design of collaborative L2 learning in networked classrooms.

How to trigger students’ interest in digital learning environments: A systematic literature review

“…Bere and Rambe (2016) said MIM had the potential to build a flexible learning environment to assist reformation from teacher-centered to student-centered learning in higher education, which could offer students more participation and engagement in tasks, deepening knowledge and prompting interest in learning. Finally, Wen, Looi, and Chen (2015) found that embedding GS, a representational tool, in a collaborative language (Chinese) learning environment enabled junior students to participate equally, collect and share ideas based on individual effort and social sharing, guide collaborative interaction, and facilitate their language learning skills.…”

Appropriating virtual learning environments: A study of teacher tactics

“…The CSCL community has recognized that teachers have a double role as a designer and as a user of VLEs -(e.g. Hamid et al, 2014;Wen et al, 2015). This can be seen as a type of end-user development: teachers actively tailor the environment as they customize VLE tools, and integrate them into their course designs (Mørch, 1997).…”

“…Research into teachers' use and appropriation of educational technology has focused on various aspects, including pedagogy (e.g., Berggren et al, 2005;Bennett et al, 2015), institutional policies (Bennett et al, 2011) and how the interaction between teacher and students shapes the use of educational tools (Wen et al, 2015). This research has clarified how teachers set educational goals (what should an activity achieve for students?…”

“…In this paper, we focus on how teachers make VLEs work for them. Specifically, we focus on the domain of technology appropriation: a line of research that focuses on how users adopt and adapt technologies, and fit them into their daily practice (Veletsianos et al, 2013;Hamid et al, 2014;Wen et al, 2014;Wen et al, 2015). Considering VLEs as flexible environments that allow for extensive tailoring (Won et al, 2006), we investigate how teachers, as end-users of VLEs, cope with the tailorability of such platforms.…”

Exploring Learners Contribution and Experience in Web-Based Collaborative Report Writing

“…However, previous studies done in collaborative writing are focusing more into students' attitude and scrutinizing of the endproduct as opposed to evaluating the nature of the collaboration process when students are working together (Wen, Looi & Chen, 2015).…”