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Child-to-Child Interaction and Corrective Feedback during eTandem ESL-FSL Chat Exchanges
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Gigue`re, Christine; Parks, Susan – Language Learning & Technology, 2018
This study examined the role of corrective feedback in the context of an English as a second language (ESL) and French as a second language (FSL) eTandem chat exchange involving Grade 6 students. The students were enrolled in intensive programs in the provinces of Quebec and Ontario and had an elementary to low intermediate level of language…
Descriptors: Feedback (Response), Computer Mediated Communication, Second Language Instruction, Second Language Learning
Tandem Language Learning through a Cross-Cultural Keypal Project
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Kabata, Kaori; Edasawa, Yasuyo – Language Learning & Technology, 2011
Patterns of students' language learning were examined through an asynchronous cross-cultural bilingual communication project conducted between Japanese university students learning English and Canadian university students learning Japanese. Previous studies on cross-cultural communication projects have reported positive outcomes in providing…
Descriptors: Incidental Learning, English (Second Language), Intercultural Communication, Computer Mediated Communication
An Activity Theory Perspective on Student-Reported Contradictions in International Telecollaboration
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Basharina, Olga K. – Language Learning & Technology, 2007
This process-oriented study focuses on contradictions that emerged in a WebCT bulletin board collaboration among English learners from Japan, Mexico and Russia, and explains them from the perspective of activity theory (Leont'ev, 1978, 1981; Engestrom, 1987, 1999). The study identified a) two "intra-cultural" contradictions--to post or…
Descriptors: Second Language Learning, Computer Mediated Communication, Foreign Countries, Educational Technology
Negotiating Cultures in Cyberspace: Participation Patterns and Problematics
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Reeder, Kenneth; Macfadyen, Leah P.; Roche, Jorg; Chase, Mackie – Language Learning & Technology, 2004
In this paper we report findings of a multidisciplinary study of online participation by culturally diverse participants in a distance adult education course offered in Canada and examine in detail three of the study's findings. First, we explore both the historical and cultural origins of "cyberculture values" as manifested in our…
Descriptors: Adult Education, Interaction, Foreign Countries, Online Courses