Integration of TalkAbroad Conversations: A Study on Learners' Preparation and Perceived Learning Gains with Different Tasks
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| Title: | Integration of TalkAbroad Conversations: A Study on Learners' Preparation and Perceived Learning Gains with Different Tasks |
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| Language: | English |
| Authors: | Sara Fernández Cuenca, Sean Michael Muller |
| Source: | Journal of Second Language Acquisition and Teaching. 2021 27:15-30. |
| Availability: | Arizona Board of Regents for the University of Arizona Interdisciplinary Ph.D. Program in Second Language Acquisition and Teaching and University of Arizona Libraries. 1510 East University Boulevard. Tucson, AZ 85721. e-mail: lbry-journals@email.arizona.edu; Web site: https://journals.librarypublishing.arizona.edu/jslat/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Second Language Learning, Second Language Instruction, Spanish, Task Analysis, Computer Mediated Communication, Cooperative Learning, Videoconferencing, Native Speakers, Student Attitudes, Language Proficiency, Assignments, Cultural Awareness, Intercultural Communication, Self Esteem, English, Native Language, Open Source Technology, Conversational Language Courses, Learning Processes, Achievement Gains |
| ISSN: | 2689-8195 |
| Abstract: | Language interaction has been shown to positively impact second language development (Long, 1996). However, whereas research that examined interactionist approaches to second language acquisition (Gass & Mackey, 2006) has meticulously studied how different factors in the interaction (interactional context, type of task, etc) may affect L2 learners' outcomes (Ziegler, 2016), telecollaboration research has not (Dooley, 2017), mostly because this kind of research is often embedded into a course curriculum, and factors such as type of task vary widely across the board (O'Dowd & Waire, 2009). The current study aims to contribute to telecollaboration research by examining type of task, as well as the potential preparation L2 learners may engage in before participating in videoconferencing sessions. Twenty Spanish L2 learners completed two videoconferencing sessions (framed as two different tasks) with Spanish native speakers, using TalkAbroad. L2 learners' perceived learning gains and preparation data before participating in the videoconferencing component was obtained via an English guided self-reflection assignment completed post-interaction. Results suggest that learners experienced language (i.e., vocabulary) and personal learning gains (cultural knowledge and an increase in confidence), but how many learners, and how they prepared for these two different sessions differed depending on the task. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457408 |
| Database: | ERIC |
| Abstract: | Language interaction has been shown to positively impact second language development (Long, 1996). However, whereas research that examined interactionist approaches to second language acquisition (Gass & Mackey, 2006) has meticulously studied how different factors in the interaction (interactional context, type of task, etc) may affect L2 learners' outcomes (Ziegler, 2016), telecollaboration research has not (Dooley, 2017), mostly because this kind of research is often embedded into a course curriculum, and factors such as type of task vary widely across the board (O'Dowd & Waire, 2009). The current study aims to contribute to telecollaboration research by examining type of task, as well as the potential preparation L2 learners may engage in before participating in videoconferencing sessions. Twenty Spanish L2 learners completed two videoconferencing sessions (framed as two different tasks) with Spanish native speakers, using TalkAbroad. L2 learners' perceived learning gains and preparation data before participating in the videoconferencing component was obtained via an English guided self-reflection assignment completed post-interaction. Results suggest that learners experienced language (i.e., vocabulary) and personal learning gains (cultural knowledge and an increase in confidence), but how many learners, and how they prepared for these two different sessions differed depending on the task. |
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| ISSN: | 2689-8195 |
