Appropriation of a representational tool in a second-language classroom

While the affordances of face-to-face and online environments have been studied somewhat extensively, there is relatively less research on how technology-mediated learning takes place across multiple media in the networked classroom environment where face-to-face and online interactions are intertwined, especially in the context of language learning. This case study contextually investigates the appropriation of a representational tool by students in small groups, in the context of collaborative second language writing activities. In this paper, micro-analysis of cross-media interactions is deployed to unravel how different groups of students evolve alternative approaches to appropriating the technology. The study explores the beneficial affordances of a representational tool that supplement face-to-face communication for second language learning, and draws implications for the design of collaborative L2 learning in networked classrooms.


Published in:
International Journal Of Computer-Supported Collaborative Learning, 10, 1, 77-108
Year:
2015
Publisher:
New York, Springer
ISSN:
1556-1607
Keywords:
Laboratories:




 Record created 2015-05-29, last modified 2018-01-28


Rate this document:

Rate this document:
1
2
3
 
(Not yet reviewed)