Synchronous Tandem Language Learning in a MOOC Context: A Study on Task Design and Learner Performance [Konferenzbericht] Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016).

Autor/inn/en	Fondo Garcia, Marta; Appel, Christine
Titel	Synchronous Tandem Language Learning in a MOOC Context: A Study on Task Design and Learner Performance [Konferenzbericht] Paper presented at the EUROCALL 2016 Conference (23rd, Limassol, Cyprus, Aug 24-27, 2016).
Quelle	(2016), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Large Group Instruction; Online Courses; Technology Uses in Education; Educational Technology; Second Language Instruction; Program Effectiveness; Spanish; English; Video Technology; Interpersonal Communication; Learning Activities; Language Proficiency; Synchronous Communication; Cooperative Learning; Web 2.0 Technologies + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Fremdsprachenunterricht; Spanisch; English language; Englisch; Interpersonale Kommunikation; Lernaktivität; Language skill; Language skills; Sprachkompetenz; Kooperatives Lernen
Abstract	In the context of a Language Massive Open Online Course (LMOOC), teacher interventions have to be designed into the course, since personalized teacher feedback actions are impossible due to the large number of participants. Learner autonomy, peer-feedback and task design are crucial in this course design. This paper presents a study on the task design effect on participants of a tandem MOOC (English-Spanish). The tandem MOOC takes advantage of the "massive" aspect of a MOOC to provide learners with ample opportunity for language use with native speakers of their target language, and access to peer-feedback. The tasks provide content and an objective for the conversations, turning them into episodes of meaningful language interaction. The study is conducted through observations of eight video recorded conversations by two learners of English carrying out four different tasks, eight tasks in total, with five different learners of Spanish, as it will be explained in more detail in the methodology section. The results show that task types had an effect on students' performance, but variables such as proficiency also played a role in learner interaction. [For the complete volume of short papers, see ED572005.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01