Abstract

Telecollaborative research often focuses on intercultural objectives rather than language learning, and highlights limitations due to technical difficulties and poor task design. This study redresses the balance by focusing on language and learner interaction in an exchange involving the English as a Foreign Language (EFL) learners of 35 secondary school student-teachers in two European countries. The teachers were enrolled in courses on technology for language education, and collaborated in a virtual environment to devise interactive tasks for their learners. Analyses of student-teacher course contributions, the teaching/learning materials they designed, and their reflections on this work shed light on the affordances of telecollaboration from a task-based language teaching perspective. [For the complete volume, see ED571330.]

Citation

Whyte, S. & Gijsen, L. (2016). Telecollaboration in Secondary EFL: A Blended Teacher Education Course. Presented at Conference on Telecollaboration in Higher Education 2016. Retrieved February 7, 2023 from https://www.learntechlib.org/p/192988/.

This record was imported from ERIC on January 10, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• affordances
• blended learning
• COMPARATIVE EDUCATION
• computer mediated communication
• Educational Research
• educational technology
• English (Second Language)
• Foreign Countries
• Graduate students
• instructional materials
• Masters Programs
• Partnerships in Education
• Questionnaires
• Reflective Teaching
• second language learning
• secondary education
• Student Teacher Attitudes
• student teachers
• teacher collaboration
• Teacher Developed Materials