Language learners’ expectations and satisfaction level in a telecollaboration project

Sofia Di Sarno-García

doi:10.5565/rev/jtl3.1232

Expectatives i nivell de satisfacció dels aprenents d’idiomes en un projecte de telecol·laboració

Autors/ores

Sofia Di Sarno-García Universidad Politécnica de Madrid https://orcid.org/0000-0001-9952-4178

PDF (EN)

Resum

L’objectiu d’aquest treball és analitzar les dades recollides en un projecte de telecol·laboració de sis setmanes entre 9 aprenents d’anglès hispanoparlants i 5 estudiants internacionals del programa Erasmus+, que van participar en activitats tant sincròniques com asíncrones amb 10 aprenents d’espanyol de parla anglesa. Les dades es van recollir a través d’un qüestionari previ on es preguntava sobre les expectatives dels estudiants a l’inici del projecte i un qüestionari posterior que buscava informació sobre la satisfacció dels estudiants al final del projecte. Els resultats van revelar que les expectatives dels estudiants s’alineaven majoritàriament amb els beneficis percebuts després de dur a terme l’intercanvi. No obstant això, alguns dels participants van trobar dificultats per reunir-se setmanalment amb els seus socis virtuals com era necessari. Això suggereix que els estudiants que participen en projectes de telecol·laboració poden necessitar més orientació i ajuda per planificar les seves reunions. Malgrat això, la majoria dels comentaris rebuts al final del projecte van ser positius i van mostrar la satisfacció general dels participants.

Paraules clau

Telecol·laboració, Projecte intercultural, Expectatives, Satisfacció

Referències

Andújar, A. (2020). Language learner engagement in telecollaboration environments. In E. Alqurashi (Ed.), Handbook of research on fostering student engagement with instructional technology in higher education (pp. 249-266). IGI Global. https://doi.org/10.4018/978-1-7998-0119-1.ch014

Belz, J. A., & Kinginger, C. (2003). Discourse options and the development of pragmatic competence by classroom learners of German: The case of address forms. Language Learning, 53(4), 591-647. https://doi.org/10.1046/j.1467-9922.2003.00238.x

Byram, M. (1997). Teaching and assessing intercultural communicative competence (1st ed.). Multilingual Matters.

Byram, M. (2021). Teaching and assessing intercultural communicative competence revisited (2nd ed.). Multilingual Matters. https://doi.org/10.21832/9781800410251

Canto Gutiérrez, S. (2020). Integrating intercultural telecollaboration in foreign language learning programmes. Netherlands Graduate School of Linguistics.

Chun, D. M. (2011). Developing intercultural communicative competence through online exchanges. CALICO Journal, 28(2), 392-419.

Colpaert, J. (2020). Editorial position paper: How virtual is your research? Computer Assisted Language Learning, 33(7), 653-664. https://doi.org/10.1080/09588221.2020.1824059

Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing.

Di Sarno-García, S. (2023). The development of foreign language students’ intercultural communicative competence through telecollaboration. The EuroCALL Review, 30(1), 35-51. https://doi.org/10.4995/eurocall.2023.16693

Di Sarno-García, S. (2024). The affordances of telecollaboration to teach apologies. International Journal of English Studies, 24(1), 25-47. https://doi.org/10.6018/ijes.570211

Di Sarno-García, S. (in press). Do pair and group work modalities affect the outcome in telecollaboration? In M. González-Lloret & J. Sykes (Eds.), Pragmatics & language learning (Vol. 15). National Foreign Language Resource Center, University of Hawaii at Mānoa.

Dooly, M. (2017). Telecollaboration. In C. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 169-183). https://doi.org/10.1002/9781118914069.ch12

Dooly, M., Masats, D., Müeller-Hartmann, A., & Caballero de Rodas, B. (2008). Building effective, dynamic online partnerships. In M. Dooly (Ed.), Telecollaborative language learning: A guidebook to moderating intercultural collaboration online (pp. 45-75).

Dooly, M., & Smith, B. (2020). Telecollaboration and virtual exchange between practice and research: A conversation. Journal of Virtual Exchange, 3, 63-81. https://doi.org/10.21827/jve.3.36085

Dooly, M., & Vinagre, M. (2022). Research into practice: Virtual exchange in language teaching and learning. Language Teaching, 55(3), 392-406. https://doi.org/10.1017/S0261444821000069

Eslami, Z. R., Mirzaei, A., & Dini, S. (2015). The role of asynchronous computer mediated communication in the instruction and development of EFL learners’ pragmatic competence. System, 48, 99-111. https://doi.org/10.1016/j.system.2014.09.008

Gimeno, A. (2018). Learner expectations and satisfaction in a US-Spain intercultural telecollaboration project. Bellaterra Journal of Teaching & Learning Language & Literature, 11(3), 5-38. https://doi.org/10.5565/rev/jtl3.776

Godwin-Jones, R. (2019). Telecollaboration as an approach to developing intercultural communication competence. Language Learning & Technology, 23(3), 8-28. https://hdl.handle.net/10125/44691

González-Lloret, M. (2021). L2 pragmatics and CALL. Language Learning & Technology, 25(3), 90-105. https://hdl.handle.net/10125/73451

Griggio, L., & Pittarello, S. (2020). How a multilingual project can foster and enhance international mobility. In F. Helm & A. Beaven (Eds.), Designing and implementing virtual exchange – A collection of case studies (pp. 127-139). Research-publishing.net. https://doi.org/10.14705/rpnet.2020.45.1121

Guillén, G. A., & Blake, R. J. (2017). Can you repeat, please? L2 complexity, awareness, and fluency development in the hybrid “classroom”. In I. Sanz-Sánchez, S. V. Rivera-Mills, & R. Morin (Eds.), Online language teaching research: Pedagogical, academic and institutional issues (pp. 55-77). Trysting Tree Books. https://doi.org/10.5399/osu/ubi1.d

Guth, S. (2020). Foreword. In F. Helm & A. Beaven (Eds.), Designing and implementing virtual exchange – A collection of case studies (pp. xix-xx). Research-publishing.net. https://doi.org/10.14705/rpnet.2020.45.1109

Hauck, M., & Youngs, B. (2008). Telecollaboration in multimodal environments: The impact on task design and learner interaction. Computer Assisted Language Learning, 21(2), 87-124. https://doi.org/10.1080/09588220801943510

Helm, F. (2013). A dialogic model for telecollaboration. Bellaterra Journal of Teaching & Learning Language & Literature, 6(2), 28-48. https://raco.cat/index.php/Bellaterra/article/view/290901

Helm, F. (2015). The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology, 19(2), 197-217. http://llt.msu.edu/issues/june2015/helm.pdf

Llopis-García, R., & Vinagre, M. (2014). Writing and culture in CALL: 21st century foreign language learning via email tandem exchanges. In M. Thomas (Ed.), Pedagogical considerations and opportunities for teaching and learning on the web (pp. 129-151). IGI Global. https://doi.org/10.4018/978-1-4666-4611-7.ch008

O'Dowd, R. (2007). Evaluating the outcomes of online intercultural exchange. ELT journal, 61(2), 144-152. https://doi.org/10.1093/elt/ccm007

O’Dowd, R. (2023). Internationalising higher education and the role of virtual exchange. Routledge.

O’Dowd, R., & Ritter, M. (2006). Understanding and working with ‘failed communication’ in telecollaborative exchanges. CALICO Journal, 23(3), 623-642. https://doi.org/10.1558/cj.v23i3.623-642

O’Dowd, R., & Waire, P. (2009). Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 173-188. https://doi.org/10.1080/09588220902778369

Orsini-Jones, M., & Lee, F. (2018). Intercultural communicative competence for global citizenship: Identifying cyberpragmatic rules of engagement in telecollaboration. Springer. https://doi.org/10.1057/978-1-137-58103-7

Sawin, T. A. (2022). Technology in the acquisition of second language pragmatics. In N. Ziegler & M. González-Lloret (Eds.), The Routledge handbook of second language acquisition and technology (pp. 215-229). Routledge.

Sevilla-Pavón, A. (2016). Affordances of telecollaboration tools for English for specific purposes online learning. World Journal on Educational Technology: Current Issues, 8(3), 218-223. https://doi.org/10.18844/wjet.v8i3.696

Taskiran, A. (2019). Telecollaboration: Fostering foreign language learning at a distance. European Journal of Open, Distance and e-learning, 22(2), 86-96.

Turula, A., & Raith, T. (2015). Telecollaboration insights: Learning from exchanges that fail. The EuroCALL Review, 23(2), 19. https://doi.org/10.4995/eurocall.2015.4666

Vinagre, M. (2014). El desarrollo de la competencia intercultural en los intercambios telecolaborativos. Revista de Educación a Distancia (RED), 41. https://revistas.um.es/red/article/view/236391

Ware, P. (2005). “Missed” communication in online communication: Tensions in a German-American telecollaboration. Language Learning & Technology, 9(2), 64-89. https://doi.org/10.10125/44020

Biografia de l'autor/a

Sofia Di Sarno-García, Universidad Politécnica de Madrid

Holds a PhD in Applied Linguistics from the Universitat Politècnica de València (Spain) as a member of the CAMILLE research group. Her main research interests include interlanguage pragmatics, intercultural communicative competence, and telecollaboration. She teaches English for Professional and Academic Communication at Universidad Politécnica de Madrid (Spain).