Computer-Mediated Communication: Promoting Learner Autonomy and Intercultural Understanding at Secondary Level
Language Learning Journal Volume 30, Number 1, ISSN 0957-1736
The use of Computer-Mediated Communication (CMC) has been hailed as a solution to the problem of access to native speakers for language learners. This project was devised to investigate whether regular and structured use of email, here via a bulletin board, might enhance learners' study of French, with regard to developing learner autonomy and intercultural understanding. School-age learners of French and English in four countries (Belgium, England, France and Senegal) were placed in groups of about six, and encouraged to communicate both freely with each other and in response to certain stimuli. An analysis of the discourse via the online messages written by participants finds a high level of response, with learners exercising autonomy in a variety of ways. Learners use both their native tongue (L1) and the foreign language (L2) to communicate, without teacher intervention, with peers in other cultural contexts, and there is evidence to suggest that participation in E-group learning of this kind could develop learners' intercultural understanding.
Fisher, L., Evans, M. & Esch, E. (2004). Computer-Mediated Communication: Promoting Learner Autonomy and Intercultural Understanding at Secondary Level. Language Learning Journal, 30(1), 50-58.
Cited ByView References & Citations Map
Anastasia Khawaja, Yiping Lou & Qi Yang, University of South Florida, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1283–1289
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.