Collaborative interaction as the process of task completion

Tanaka-Ellis, Nobue

doi:10.29140/jaltcall.v1n2.8

Cited by 6 publications

(2 citation statements)

References 25 publications

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“…Like the interactionist approach (Chapelle, 2005; Smith, 2005), it emphasizes the importance of learner interaction, but within the relationship between learners and the sociocultural context where learning is taking place. So far, a number of CMC studies have been conducted from sociocultural perspectives (Arnold & Ducate, 2006; Beltz, 2002; Tanaka, 2005; Thorne, 2003; Warschauer, 2005).…”

Section: Introductionmentioning

confidence: 99%

EFL students’ vocabulary learning in NS-NNS e-mail interactions: Do they learn new words by imitation?

Sasaki

Takeuchi

2010

ReCALL

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The present study investigated Japanese students' EFL vocabulary development through e-mail interactions with a native English speaker (NS), with primary focus on students' imitation of new words. According to sociocultural theory, learners can internalize new linguistic knowledge by imitating an expert's expressions to create his/her own utterances. This study, therefore, specifically examined whether (1) students could imitate the new vocabulary items provided by the NS tutor, and (2) they could retain these items at the end of the project. An examination of the e-mail log showed that students did imitate and use some of the lexis provided by the NS. The results of the post-test also revealed that some of the imitated words were subsequently retained. However, there were some words that had been learned without imitation. The questionnaire survey and the students' interview comments indicated that students memorized a considerable number of new words provided by the NS by repeatedly reading them in e-mail text, as well as in other learning contexts, such as regular classes and independent study, through noticing, retrieving, and generating the meaning/form of each word (Nation, 2001). The study concluded that vocabulary learning via e-mail takes place not only by a single process such as imitation, but also by a combination of various processes functioning in an integrated manner.

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Section: Introductionmentioning

confidence: 99%

EFL students’ vocabulary learning in NS-NNS e-mail interactions: Do they learn new words by imitation?

Sasaki

Takeuchi

2010

ReCALL

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“…TBLT is a process-based approach that has gained significance as a methodological and pedagogical approach with theoretical underpinning traced back from John Dewey's (1998) and Prabhu's (1987) work on experiential learning or 'learning by doing'. Additionally, sociocultural theory involving its discourse-oriented nature with collaborative interaction gravelled its way in TBLT by engaging in language-oriented tasks (Tanaka, 2005). Moreover, TBLT works in the zone of proximal development of students ensuring that language is developed from scaffolding and interaction with peers.…”

Section: Task-based Language Teaching -Tbltmentioning

confidence: 99%

The European Conference on Education 2022: Official Conference Proceedings

2022

ECE Official Conference Proceedings

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Education has been affected by the spread of COVID-19, and schools were closed for almost 2 years in the Czech Republic. During the pandemic, teacher stress has been intensified by distance education as well as by limited access to social support, which might function as a buffer in experiencing stress. The aim of our study was to analyze experience and attitudes of teachers to the online distant teaching during the Covid-19 pandemic and to confront them with the results of their discomfort level. The survey was realized in a group of 492 teachers who exercised their profession during the quarantine. Most teachers reported high level of stress during online teaching due to their effort to offer good performance. Teachers also stated their work involvement required serious and accurate preparation for classes which was time consuming. Results in a standardized inventory showed high level of teacher emotional exhaustion, but did not show higher level in depersonalization and personal accomplishment.

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Supporting students’ transition from primary school to high school using the Internet as a communication tool

Maher

2010

Technology, Pedagogy and Education

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012dTRADOa049aeTrsam.017icysm1Pgh05oli0ioEin-a0cna8r9nio0a na03a.AlMlMtm/o 9ni1AogXdaa4a4nyr hh7 Ftc5 ,(iefe 5hpr8cPorra9 lr4@re2eni3 3nd0Ic9u0nta1i)0ts.fg/0s9o1o.g0er7gmd34yu57a a.7t-ain59oud12n 31 ET96d e(ucochnanltioinoleon)gy in Teacher Education This paper reports on a transition project where the Internet as a communication tool was used to facilitate interactions between primary school and high school students. The qualitative case study involved capturing the online interactions of the students and teachers as well as the use of questionnaires. Results of the study demonstrate that the use of the Internet allowed participants to engage in interactions that provided useful information to the primary school students as a way of preparing them for the transition to high school. There were a number of challenges identified in using the Internet to facilitate interactions which include identity and architectural challenges.Keywords: primary education; school transition; community; Internet IntroductionThe move from primary school to high school or middle school can be a daunting process for many students and has been documented over a number of decades (Mitman & Packer, 1982;Wassell, Preston & Jones, 2007). The community in which they have been nurtured for the last seven years or eight years is no more. Many of their friends who they have grown up with will go to a number of different schools.The teachers they have come to know will be replaced by strangers. The familiar classroom routine, where, for much of the time they have had one teacher, will change and they will instead move from subject to subject and have many teachers, often with different expectations to those of their primary school teachers (Eccles, Midgley, Wigfield, Buchanan, Reuman, Flanagan & MacIver, 1993). Many of the procedures and processes with which they have become familiar will be changed. Many of the rules and the expectations of the new school will most likely be different to the ones they learnt over seven or eight years of primary school. 2Many schools now recognise that the move from primary school to high school is an important transition period for students, and as a result, build in transition experiences for students in their final year of primary school. This is done in conjunction with both the primary and high schools in a number of different ways.Traditionally, students have physically gone from their primary school to a high school in order to participate in organised activities. These visits are often one off and In this article a transition project which incorporated the use of the Internet to enable students at both a primary school and high school to interact with each other over a period of two months is reported on. The research questions were-can the use of the Internet, as part of the transition project, support students as they prepare to move to high school? What are the benefits and challenges in including the use of the Internet?Benefits include students are able to engage in social, procedural and curricu...

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Collaborative interaction as the process of task completion

Cited by 6 publications

References 25 publications

EFL students’ vocabulary learning in NS-NNS e-mail interactions: Do they learn new words by imitation?

EFL students’ vocabulary learning in NS-NNS e-mail interactions: Do they learn new words by imitation?

The European Conference on Education 2022: Official Conference Proceedings

Supporting students’ transition from primary school to high school using the Internet as a communication tool

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