Divergent perceptions of telecollaborative language learning tasks: Task-as-workplan vs. task-as-process

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31 Citations (Scopus)

Abstract

The use of computer-supported collaborative learning is more and more commonplace in language learning classrooms; this has given rise to the need for more research on roles and processes of telecollaboration in language teaching and learning and how online interactions are integrated with face-to-face classroom activities. Using a data-driven, qualitative approach to provide snapshots of a telecollaborative language learning project, this article examines participants' modes of language use beginning with the task-as-workplan (Breen, 1987, 1989) and then examining episodes (both F2F and online) and outcomes of the task-in-process. By pinpointing specific moments of emerging language knowledge in the telecollaborative process, the article aims to delineate salient factors involved in this type of language learning context. © 2011.
Original languageEnglish
Pages (from-to)69-91
JournalLanguage Learning and Technology
Volume15
Issue number2
Publication statusPublished - 1 Jun 2011

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