Understanding different levels of group functionality: activity systems analysis of an intercultural telecollaborative multilingual digital storytelling project

Priego, Sabrina; Liaw, Meei‐Ling

doi:10.1080/09588221.2017.1306567

Cited by 25 publications

(9 citation statements)

References 9 publications

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“…Three studies look at formal learning contexts, such as school or university courses (Kulavuz-Onal & Vásquez, 2018;Priego & Liaw, 2017;van Deusen-Scholl, 2018), with the rest discussing informal or non-formal social media practices (informal Facebook practices: Chen, 2013; Schreiber, 2015; non-formal blogging: Melo-Pfeifer, 2015; not applicable: Lew & Szarowska, 2017;Ortega, 2017). Most studies look at adults, often university students (Chen, 2013;Lew & Szarowska, 2017;Schreiber, 2015;van Deusen-Scholl, 2018; nonuniversity adults: Melo-Pfeifer, 2015), with only two studies looking at any school context (Kulavuz-Onal & Vásquez, 2018;Priego & Liaw, 2017), and no studies looking specifically at younger learners (primary age or below). Although some papers argue that what has been observed in informal contexts or with adults can and should inform teaching practice at schools (e.g.…”

Section: Resultsmentioning

confidence: 99%

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The monolingual problem of computer-assisted language learning

Buendgens-Kosten¹

2020

ReCALL

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This paper sets out to discuss the monolingual problem within computer-assisted language learning (CALL) research and CALL product development, namely a lack of knowledge about how CALL products and projects can support learners in using all their linguistic resources to achieve language-learning- and language-using-related goals, and a lack of CALL products and projects that realize this potential, or that support specific plurilingual skill development. It uses an analysis of CALL-related papers to demonstrate how far CALL is impacted by a monolingual bias that it inherited from language learning pedagogy. An analysis of articles from four CALL journals across 10 years shows that although the words bilingual and multilingual appear in these journals fairly regularly, terms such as plurilingual, third language, tertiary language, L3, translanguaging, and translingual are extremely rare. Also, only eight articles could be identified that use any of these eight keywords in their title. Trends across those papers are identified. In a discussion of existing CALL products and projects that incorporate more than one language, it is argued that while commercial products often include more than one language, this is frequently in a behaviorist or grammar-translation tradition, while innovative plurilingual products and projects tend to be non-commercial and often EU/EC-funded initiatives. The article argues that CALL research and product development can not only avoid this monolingual bias, but also actively contribute to our knowledge of how all linguistic resources can be used for language learning. It makes suggestions for relevant future research areas related to multilingual computer-assisted language learning (MCALL).

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Section: Resultsmentioning

confidence: 99%

“…Van Deusen-Scholl Potentially, all of the task types listed by O'Dowd and Waire (2009: 167 ff.) can be realized with a focus on nonmonolingual processes (cf., e.g., Kulavuz-Onal & Vásquez, 2018), and many with a focus on non-monolingual outcomes (cf., e.g., Priego & Liaw, 2017).…”

Section: Resultsmentioning

confidence: 99%

The monolingual problem of computer-assisted language learning

Buendgens-Kosten¹

2020

ReCALL

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“…Although the use of telecollaboration bears manifold significance as related to the development of ICC, various issues, difficulties and contradictions can occur in the process of its realisation (Priego, Liaw, 2017). The problems in online interaction can be related to all project participants, and they relate to differences in understanding the meaning and interpretation of certain words and expressions (Orsini-Jones et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…In search of solutions, the researchers analysed participants" correspondence, including discussions and Facebook posts, in order to identify misunderstandings and conflicts. The study indicates that the main sources of misunderstandings are related to digital tools, rules, group functioning and division of work activities (Priego and Liaw, 2017).…”

Section: Overview Of Research Studies On Using Digital Tools In the Development Of Iccmentioning

confidence: 98%

“…The application of telecollaborative activities has a significant impact in the development of intercultural communication, although we need to bear in mind the possible problems which can occur in its realisation. Some difficulties and contradictions, especially those relating to group functioning, are emphasised by Priego and Liaw (2017), a research study organised by French language teachers with students in Canada and Taiwan. In an endeavour based on writing and analysing multilingual stories, certain tensions and contradictions are observed among the members of intercultural co-operation groups.…”

Section: Overview Of Research Studies On Using Digital Tools In the Development Of Iccmentioning

confidence: 99%

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Development of Intercultural Communication Competence in an Electronic Environment

Petrović

2019

FU Ling Lit

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Over the last decade, the issue of the development of intercultural communicative competences (ICC) through modern digital tools has become topical. The aim of this paper is to point to the potential of digital technologies for the development of ICC. The paper offers an overview of research studies which confirm the efficiency of various digital tools in the development of intercultural interaction. The research results suggest the importance of Internet tools such as e-mail, digital stories, podcasts, television, and discussion forums in telecollaboration projects aimed at developing intercultural communication. In the conclusion we assert that the development of digital technologies and the emergence of new generation Internet tools provide exceptional opportunities for the development of an intercultural environment and communicative competence. In addition to numerous advantages, there are also possible problems which can arise in communication in an electronic environment, which can be avoided with dialogue and greater tolerance for different cultures.

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