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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
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
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  Data: <searchLink fieldCode="AR" term="%22Sara+Fernández+Cuenca%22">Sara Fernández Cuenca</searchLink><br /><searchLink fieldCode="AR" term="%22Sean+Michael+Muller%22">Sean Michael Muller</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Second+Language+Acquisition+and+Teaching%22"><i>Journal of Second Language Acquisition and Teaching</i></searchLink>. 2021 27:15-30.
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  Data: 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/
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  Data: 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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      – Text: English
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        PageCount: 16
        StartPage: 15
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Spanish
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Videoconferencing
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      – SubjectFull: Native Speakers
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Language Proficiency
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      – SubjectFull: Assignments
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      – SubjectFull: Cultural Awareness
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      – SubjectFull: Intercultural Communication
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      – SubjectFull: Self Esteem
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      – SubjectFull: English
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      – SubjectFull: Native Language
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      – SubjectFull: Open Source Technology
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      – SubjectFull: Conversational Language Courses
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      – SubjectFull: Learning Processes
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      – SubjectFull: Achievement Gains
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    Titles:
      – TitleFull: Integration of TalkAbroad Conversations: A Study on Learners' Preparation and Perceived Learning Gains with Different Tasks
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            NameFull: Sean Michael Muller
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