Reciprocity 2.0

Princípios do teletandem em discussão

“…In agreement with Cappellini, Elstermann, and Rivens Mompean (2020), we understand that the emergence of affection and emotion in our data fosters a friendly climate conducive to their involvement and motivation. In our corpus, learners often resorted to affective language.…”

“…Considering Garcia, O'Connor, and Cappellini's (2017) discussion, and, in consonance with Cappellini, Elstermann, and Rivens Mompean (2020), in this paper, we understand the third dimension (emotional dimension) to be contemplated in the principle of reciprocity, given that showing appreciation for the partner seems to be more related to establishing a good relationship than to taking the lead or assuming responsibility for their learning.…”

“…Reciprocity is also encouraged in teletandem when students take turns as they collaborate with each other (Aranha;Cavalari, 2014Cavalari, , 2016. Cappellini, Elstermann, and Rivens Mompean (2020) analyze learners' logs from three teletandem projects. They propose that reciprocity in teletandem can be empirically observed in learners' reflections in six different dimensions: (i) time and language division (organizational reciprocity); (ii) collective decision making; (iii) meeting partners' needs; (iv) topics and skills comparison (intercultural reciprocity ); (v) expressing themselves in affective and emotional ways; (vi) discussing mutual interests (communicative reciprocity).…”

“…We implement this framework but differ from Cappellini, Elstermann, and Rivens Mompean's (2020) understanding of the organizational dimension. Instead of being a feature contemplated in the principle of reciprocity, in our work, the organizational dimension is present in the separation of languages principle.…”

“…Referenced scholars have observed how learners' perception of the oral sessions may inform autonomous (Garcia;Cappellini, 2017) and reciprocal learning Elstermann;Rivens Mompean, 2020) and recent publications focused on proposing a change in the terminology of the principle of separation of languages (see Picoli;Salomão, 2020;Satar et al, 2023). However, to date, few empirical peer-reviewed studies have concentrated on discussing how learners observe the Teletandem principles Elstermann;Rivens Mompean, 2020;Garcia;Cappellini, 2017;Lima-Lopes;Picoli;Salomão, 2020;Satar et al, 2023), most of which concentrate on separation of languages. We aim to achieve this goal by investigating how learners act to guarantee the maintenance of Teletandem principles during synchronous oral sessions.…”