Learner perspectives on task design for oral–visual eTandem Language Learning

El-Hariri, Yasmin

doi:10.1080/17501229.2016.1138578

Cited by 25 publications

(8 citation statements)

References 21 publications

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“…In relation to task topics, weekly topics provided structure to the course and helped participants relate to their prior experience with a more traditional structure of language courses. Weekly topics were well received by participants who felt comfortable with topics that related to their everyday lives, in line with a recent tandem study by El-Hariri (2016).…”

Section: Discussionsupporting

confidence: 75%

Designing speaking interaction in LMOOCs: An eTandem approach

Appel¹,

Pujolă²

2021

ReCALL

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Promoting speaking interaction remains a challenge for language massive open online courses (LMOOCs), both from a pedagogical and technological standpoint. This paper describes the design process of the tandemMOOC, which exploits the massive, open and online features of MOOCs in order to offer language learners online speaking interaction practice with native speakers of their target language. The course is based on eTandem language learning principles and equips learners with the necessary competences to be able to cope with online second language (L2) speaking opportunities. Following a design-based research approach, this paper presents an analysis and discussion of seven components of the design: learning environment, facilitation dynamics, dyad configuration, task types, task topics, feedback provision, and gamification components. The analysis of the implementation of these elements results in a set of key features for the integration of L2 speaking interaction activities in LMOOCs.

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Section: Discussionsupporting

confidence: 75%

Designing speaking interaction in LMOOCs: An eTandem approach

Appel¹,

Pujolă²

2021

ReCALL

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“…In order to exploit this potential of learning a language on exchange fully, careful consideration and planning is required from the teachers too when designing the tasks: not only do the tasks need to be appropriate for the respective age group and proficiency level of the learners, but they also need to cover content the students are genuinely interested in and they need to allow for having natural conversations (El-Hariri, 2016) to make such a project a joyful experience and to prevent students from dropping out (Little, 1999b). The fact that their own interest in a specific topic, such as culture, can be pursued further in e-Tandem settings as they also provide a platform for students to choose their theme of discussion autonomously (Little, 1999a) and to include material they consider beneficial (Kohn, 2018) might have further contributed to an increase in the participants' self-perceived FLE.…”

Section: Discussionmentioning

confidence: 99%

“…E-Tandem language learning, frequently described as online collaboration or telecollaboration, refers to a more specific form of the latter (El-Hariri, 2016) and is based on the core principles of learning in Tandem, namely, reciprocity and autonomy. Reciprocity encompasses both Tandem partners' commitment to their own and their partner's learning (Little, 1999a), while autonomy refers to both partners' ability to plan, monitor, and evaluate their learning, which presupposes a degree of metacognitive awareness and metalinguistic knowledge (Little, 1996).…”

Section: E-tandem Language Learningmentioning

confidence: 99%

“…Other studies focused on peer feedback within e-Tandem settings (e.g., Fondo Garcia & Appel, 2016;Sotillo, 2005;Ware & O'Dowd, 2008), task design (e.g., Fondo Garcia & Appel, 2016), and the advantages of telecollaboration as preparation for study abroad programs (e.g., Kinginger, 2016). Its opportunities for fostering intercultural learning and cross-cultural communication (e.g., Hedderich, 1996;Jin & Erben, 2007;O'Dowd, 2003O'Dowd, , 2013Ware & Kramsch, 2005) have been widely researched too and so have been learners' perspectives on e-Tandem learning (e.g., El-Hariri, 2016;Tian & Wang, 2010). It has also been approached with a social-interactive view of autonomy based on Vygotsky's perspective of sociocultural theory (e.g., Schwienhorst, 2003;Sung & Poole, 2017), and the affective dimension of e-Tandem language learning was also discussed in papers with a focus on motivation (e.g., Appel & Gilabert, 2002;Little, 2006;Turula, 2017;Ushioda, 2000); however, to our knowledge, no studies to date have investigated the links between learning through such an exchange scheme and FLE (Dewaele & MacIntyre, 2014, which is the focus of our study.…”

Section: E-tandem Language Learningmentioning

confidence: 99%

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Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment

Resnik

Schallmoser

2019

SSLLT

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This paper reports on crossing borders virtually via an e-Tandem scheme and presents the findings of a study, in which students of English from an Austrian university were paired with students of German from the UK and the USA. Drawing on data from 19 in-depth interviews, the study aims to identify links between e-Tandem language learning and foreign language enjoyment (FLE) (Dewaele & MacIntyre, 2014, 2016). A category-based qualitative text analysis (Kuckartz, 2014) revealed that a majority of the interviewees felt e-Tandem language learning contributed to their FLE. Furthermore, a range of reasons underlying students’ perceived enjoyment of learning a language in Tandem emerged: having authentic conversations in the target language with L1 (first language) users (Dewaele, 2018), perceiving each other as cultural mediators and a difference from language classroom contexts on the level of power relations, which made students feel more at ease. Helping each other, receiving one-on-one feedback and perceiving improvement in their linguistic mastery were furthermore mentioned as factors they felt boosted their enjoyment and so was developing friendships with L1 users. According to the interviewees, these aspects specifically increased their interest and enjoyment in using and learning the language and their eudaimonic happiness. The findings demonstrate that e-Tandem language learning can be a resource to enhance perceived enjoyment in foreign language learners at tertiary level and they illustrate that social and private components of FLE seem to be interlinked.

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“…Under the guidance of Vetter, the L3-TaSK project and FAME (Fostering Autonomy and Motivation), examine different aspects of eTandems as a means of linguistic cooperation across long distances. Whereas FAME focuses particularly on learners’ autonomy and motivation, including FL anxiety phenomena (see El-Hariri & Jung, 2015; El-Hariri, 2017), L3-TaSK provides insights into areas such as the learners’ L3 use, their beliefs and attitudes regarding telecollaborative task design, the teacher's role, task design for online collaborative interaction or conversational analysis perspectives of eTandem dialogues (El-Hariri, 2016; Fink, 2016; Kronsteiner & Vetter, 2016; Renner, Fink, & Volgger, 2016; Vetter, 2017). While learners of Chinese, Spanish and German have been involved in the L3-TaSK project, learners of French, Spanish and German in Austria, France and Colombia comprise the population of the FAME project.…”

Section: Findings: Research On Language Teaching and Learning In Austriamentioning

confidence: 99%

Research in language teaching and learning in Austria (2011–2017)

2019

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This overview of seven years of research on language learning and teaching in Austria reflects a period of steady growth for the language teaching and learning research community, a development due to a national policy agenda aiming for a stronger research base in teacher education. The target languages of the teaching and learning processes investigated are primarily German, English, French, Italian, Spanish as well as several Slavic languages, reflecting the geographical, sociolinguistic and language policy situation of this increasingly multilingual country. This multilingualism means there are clearly many more first languages (L1s) than only German involved in the learning situations investigated. While all the studies reviewed here illustrate research driven by a combination of local and global concerns in connection with different theoretical frameworks, some specific clusters of research interest emerge. These are: societal and individual multilingualism, language education policy, language teacher education, language(s) in other subjects, early language learning, language acquisition and learning, literature and culture, testing and standardisation, digital media, and teaching materials.

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Learner perspectives on task design for oral–visual eTandem Language Learning

Cited by 25 publications

References 21 publications

Designing speaking interaction in LMOOCs: An eTandem approach

Designing speaking interaction in LMOOCs: An eTandem approach

Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment

Research in language teaching and learning in Austria (2011–2017)

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