Task design for telecollaborative exchanges: In search of new criteria

Kurek, Malgorzata; Müller–Hartmann, Andreas

doi:10.1016/j.system.2016.12.004

Cited by 46 publications

(22 citation statements)

References 16 publications

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“…As so, it is composed of an icebreaker, a comparison and analysis of cultural products and two collaborative assignments. We opted to use this sequence because it combines different approaches to achieving varied Intercultural Competence learning outcomes and is consonant with what is suggested by other works from the literature (Guth & Rubin, 2015;Kurek & Müller-Hartmann, 2017;Müller-Hartmann & Schocker-von Ditfurth, 2010;Müller-Hartmann, 2006). It also takes into account the importance of fostering relationship building and social presence in telecollaborative teams (Liaw & English, 2017;Müller-Hartmann, 2000) by going from simpler activities, which present and exchange personal and cultural information, to tasks that are more complex and which require more collaboration.…”

Section: Ivt1mentioning

confidence: 73%

“…A review from Müller-Hartmann & Schocker-von Ditfurth 2010about the use of technology in task-based learning showed that learners prefer to be exposed to a variety of tasks and that structured environments which provide dialogic interaction lead to more critical thinking. Adopting a variety of tasks, having tasks which building up on each other and arranging tasks according to their complexity are also requirements found in the criteria for designing telecollaborative tasks developed by Kurek & Müller-Hartmann (2017). Holding preliminary exchange of personal information has also demonstrated to have an essential role in enhancing students' positive attitude towards the collaboration (Schuetze, 2008) and in creating relationship building (Müller-Hartmann, 2000) and social presence (Liaw & English, 2017).…”

Section: Instructional Design In Telecollaborationmentioning

confidence: 99%

“…Examples of the integration of the proposed task sequence into course unities (main references:Guth & Rubin, 2015;Kurek & Müller-Hartmann, 2017;Lewis & O'Dowd, 2016b;Müller-Hartmann, 2006;O'Dowd & Ware, 2009) …”

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confidence: 99%

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Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Ferreira-Lopes¹,

Bezanilla²,

Elexpuru³

2018

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Despite its demonstrated potential to enhance students' Intercultural Competence and other 21st century skills, telecollaboration still fails to be fully integrated into university courses. Literature shows that there is a need for developing sustainable instructional design models for this purpose. Hence, the main goal of this work is to propose a theory-informed task sequence to facilitate the integration of telecollaboration into university courses for the development of Intercultural Competence. Based on the typology of tasks from O'Dowd & Ware (2009) and enriched with contributions from other authors, the task sequence: (1) facilitates the development of Intercultural Competence according to EMIC model and adds a new block to its composition in order to approach the specificities of virtual teamwork, (2) contains detailed instructions for each task, (3) provides guidelines on implementation, on the selection of technology and on the integration of tasks to the syllabi and (4) offers an assessment plan, accompanied by a list of learning evidences that are expected to be manifested by students per task. This sequence can serve as a reference for further adaptations to diverse contexts. It is currently being piloted in two telecollaborative projects and the results are expected to contribute to future improvements.

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Section: Ivt1mentioning

confidence: 73%

Section: Instructional Design In Telecollaborationmentioning

confidence: 99%

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Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Ferreira-Lopes¹,

Bezanilla²,

Elexpuru³

2018

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“…In telecollaboration, lesson structures and tasks vary (Kurek & Müller-Hartmann, 2017;O'Dowd & Ware, 2009). They are often organized as activities performed outside of class time but can be done in class in some situations if the schedules, often complicated by time differences, are aligned.…”

Section: Telecollaborationmentioning

confidence: 99%

Is Willingness to Communicate Associated With More Positive Online Chat Experiences?

Mueller

Walzen

2020

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Willingness to Communicate (WTC) has been put forth as a model (MacIntyre et al., 1998) of situations and attitudes that facilitate L2 learners’ openness to opportunities for L2 use and concomitant behaviors. In the current study, this model’s criterion-related validity was examined through a comparison of WTC survey results with results of a subsequently administered survey regarding the online chat experiences of Japanese and Taiwanese learners of English. The participants (N = 190) were Japanese and Taiwanese EFL students who took part in an online chat program, in class and/or as homework. Results showed a consistent association between WTC components and participants’ perception that the chats had been useful in promoting English proficiency as well as knowledge and interest in their chat partner’s culture. The study suggests that WTC may serve as a valuable construct for predicting learners’ perceptions of telecollaboration as a language-learning platform. Willingness to Communicate（以下，WTCと略す）は、第二言語学習者の第二言語の使用やそれに付随した行動の機会に対する開放性を促す状況および態度のモデルとして提唱されてきた（MacIntyre et al., 1998）。本研究では、日本人・台湾人英語学習者のWTCの調査結果とオンライン・チャット体験に関する事後調査結果の比較を通して、当該モデルの基準関連妥当性を調査した。被験者（N = 190）は外国語として英語を学ぶ日本人・台湾人学生のうち、授業中または宿題としてオンライン・チャット・プログラムに参加した者である。その結果、英語の習熟ならびにチャット相手の文化に関する知識・興味の深化にチャットが有効だったという参加者の認識とWTCの構成要素との間に一貫した関連を認めた。本研究は，言語学習のプラットフォームとしてのテレコラボレーションに対する学習者の認識を推測するのにWTCが価値ある構成概念として利用できる可能性を示唆した。

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“…It is then perhaps unsurprising that many researchers have emphasized that well‐designed activities with ongoing teacher and technical support are essential factors for the successful adoption of CMIC activities in learning environments. The factors highlighted include tightly structured tasks and task sequences (Kurek & Müller‐Hartmann, ), carefully planned activities with clearly set deadlines and a diverse range of available technologies (Kayumova & Sadykova, ), more guided and demanding tasks and in‐depth classroom discussion (Peiser, ), and an emphasis on teacher guidance and presence (Turula, ). However, with a few exceptions (see Ware & Kessler, ), it is difficult to find a published work that concentrates upon those pedagogical challenges emerging from (or during) CMIC activities in classrooms—especially work providing a comprehensive description of students' experiences with those issues and teachers' effort to address them.…”

Section: Introductionmentioning

confidence: 99%

Implementing computer‐mediated intercultural communication in English education: A critical reflection on its pedagogical challenges

Lee

2018

Computer Assisted Learning

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Integrating computer-mediated intercultural communication (CMIC) activities into language curricula has been discussed as an innovative approach. Despite the increasing number of successful examples reporting positive outcomes of adopting CMIC activities in language-learning environments, it has also been noted that there are significant pedagogical challenges observed when CMIC activities are introduced into classrooms. However, previous studies tend only to briefly mention some of those challenges and to list general solutions to them, rather than deeply engaging with the issues and their educational and social consequences upon students' learning practices. Thus, this qualitative case study documents diverse pedagogical challenges faced by Korean students and teacher in their English-as-a-foreign language classroom, in which a series of CMIC activities were set up and conducted. The challenges analysed in this paper include the unrealistically high implementation cost, the educational inequality issues created by irreducible gaps in students' socio-economic backgrounds, and the unresolved struggles to develop positive student subjectivities and linguistic identities. In conclusion, the article proposes three instructional principles, drawn in turn from the two closely interrelated theories: multiliteracies pedagogy and critical pedagogy. Fundamentally, the author argues that effective adoption of CMIC activities needs a more pedagogically, socially, and culturally sensitive approach.supporting learners in developing their own identities as well as those of the "others" in the increasingly multicultural society.Researchers who have examined English education systems in non-English-speaking countries, however, have observed a significant discrepancy between a growing societal emphasis on Englishas-a-foreign language (EFL) learning and the perceived ineffectiveness of English curricula-particularly in public schools that extensively focus on grammar and translation exercises without providing authentic English communication opportunities (Butler,

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Task design for telecollaborative exchanges: In search of new criteria

Cited by 46 publications

References 16 publications

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

Is Willingness to Communicate Associated With More Positive Online Chat Experiences?

Implementing computer‐mediated intercultural communication in English education: A critical reflection on its pedagogical challenges

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