Can You Repeat, Please? L2 Complexity, Awareness, and Fluency Development in the Hybrid “Classroom”

Guillén, Gabriel; Blake, Robert R.

doi:10.5399/osu.ubi1.d

Cited by 9 publications

(3 citation statements)

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“…As post-COVID19 instructors, we can design communicative and intercultural competence tasks for learners within HelloTalk, compensating for the lack of pedagogical tasks programmed into this app. These activities can be synchronous but also asynchronous, exploiting the recording tool to increase language learning awareness, complexity, and automaticity (Guillén & Blake, 2017).…”

Section: Mobilizing Our Language Learningmentioning

confidence: 99%

Zooming out of the crisis: Language and human collaboration

Guillén

Sawin

Avineri

2020

Foreign Language Annals

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Language teachers are often masters of using the physical space in their language classrooms, rearranging furniture, groups, and artifacts to facilitate meaningful encounters with and among learners. Indeed, during the COVID-19 crisis, many language teachers are sharing that these human encounters -reading learners' needs through body language, moving in and out of conversations, or engaging each other face-to-face-are the biggest felt loss in their emergent digital language classrooms. Yet, the new digital realities do not necessarily mean that teachers must sacrifice real collaboration among their learners. Digital tools were often designed to explicitly facilitate multimodal collaboration, and, with a wider variety of humans and human stories than may be found within the four-walls of the typical classroom. This article aims to help language teachers facilitate more diverse interactions in the target language through the use of tools, spaces, and strategies that can be easily incorporated into our digital classrooms. We describe three categories of such activities (mobile-assisted learning, tandem learning, and service learning) and explain how these can be most effectively incorporated into an online language class. KEYWORDS mobile-assisted language learning, tandem learning, service learning, virtual communities This is the pre-peer reviewed version of the following article: Zooming out of the crisis: Language and human collaboration, which has been published in final form at

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Section: Mobilizing Our Language Learningmentioning

confidence: 99%

Zooming out of the crisis: Language and human collaboration

Guillén

Sawin

Avineri

2020

Foreign Language Annals

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“…Since oral productionand L2 proficiency, in generalis significantly affected by the complexity of any particular task (Robinson 2011;Skehan 2003), researchers seek to discover if the online affordances (i.e., Internet 2.0 tools) allow students more processing time in order to process successfully and carry out their assigned tasks with long-term memory benefits (i.e., true L2 acquisition). In a recent case study, Guillén and Blake (2016) found that one L2 learner's syntactic complexity and accuracy improved significantly by being able to post online asynchronously her best-effort videos as compared to what she was able to do when faced with the immediate pressures of speaking during a synchronous videoconference session.…”

Section: Major Contributionsmentioning

confidence: 99%

Distance Education for Second and Foreign Language Learning

Blake

2016

Language and Technology

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Using technology to deliver second-language (L2) instruction is becoming commonplace, whether in support of traditional, blended, or fully online formats. This article provides an overview of best practices with these new digitally enhanced learning spaces that respond to greater student autonomy and the search for increased access to the authentic cultural materials for all world languages. Online language learning must also focus on the student's need to find a place in a multicultural, digitally infused world. In technological terms, the online formats for L2 instruction will continue to evolve rapidly, making the issues of teacher training in iterative cycles a pressing concern for any language program. If the online language field retains an emphasis on collaborative exchanges and co-construction of learning (i.e., the interactionist perspective), these new or yetto-be imagined technical advances have the potential of being smoothly absorbed into a digital educational era that is here to stay.

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“…Although the written chat showed more complexity and variety, the oral one was the least complex. Guillén and Blake (2017) analyzed the use of two CMC activities in a hybrid course to measure fluency and complexity development in Spanish intermediate students. One of the activities was an asynchronous video forum, and the other was a weekly synchronous tandem chat with a native speaker (25 minutes in Spanish and 25 minutes in English).…”

Section: Studies Of Oral Proficiency In a Hybrid Environmentmentioning

confidence: 99%

Speaking Proficiency in a Hybrid Environment. A Mixed-Method Study of Spanish Beginner Learners

Ortiz

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Can You Repeat, Please? L2 Complexity, Awareness, and Fluency Development in the Hybrid “Classroom”

Cited by 9 publications

References 0 publications

Zooming out of the crisis: Language and human collaboration

Zooming out of the crisis: Language and human collaboration

Distance Education for Second and Foreign Language Learning

Speaking Proficiency in a Hybrid Environment. A Mixed-Method Study of Spanish Beginner Learners

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