Engaging second language teachers in videoconference-integrated exchanges : towards a social constructivist perspective
The questions addressed in this study arose from an earlier project which attempted to provide videoconferencing opportunities for Second Language (SL) teachers to engaging in bilingual âvirtual exchangesâ for their students (hereafter referred to as âeTandem videoconferencingâ). This investigation was initially motivated by the interest on discovering why these teachers and their students did not take the opportunity to participate in the synchronous part of the exchanges. This qualitative study reports on the developmental paths experienced by twenty SL teachers from the US, the UK, Switzerland and Spain and their pupils in the process. It particularly aims to discover what teachers' roles emerge in the process. The research also focuses on how these teachersâ practices are consistent with a more social constructivist approach to Computer Assisted Language Learning. The investigation builds on Hartnell-Youngâs theoretical model (2003) of teachersâ roles where computers are used. Data collection involves an initial survey, observation of teachers and students before, during and after the exchanges and video-stimulated recall interviews with the teachers. The research centres on critical incidents
Roura Planas, Sergi
eTandem ; videoconferencing ; Second Language Acquisition ; social constructivism ; critical incident
Engaging second language teachers in videoconference-integrated exchanges : towards a social constructivist perspective. The questions addressed in this study arose from an earlier project which attempted to provide videoconferencing opportunities for Second Language (SL) teachers to engaging in bilingual âvirtual exchangesâ for their students (hereafter referred to as âeTandem videoconferencingâ). This investigation was initially motivated by the interest on discovering why these teachers and their students did not take the opportunity to participate in the synchronous part of the exchanges. This qualitative study reports on the developmental paths experienced by twenty SL teachers from the US, the UK, Switzerland and Spain and their pupils in the process. It particularly aims to discover what teachers' roles emerge in the process. The research also focuses on how these teachersâ practices are consistent with a more social constructivist approach to Computer Assisted Language Learning. The investigation builds on Hartnell-Youngâs theoretical model (2003) of teachersâ roles where computers are used. Data collection involves an initial survey, observation of teachers and students before, during and after the exchanges and video-stimulated recall interviews with the teachers. The research centres on critical incidents
engaging second_language teacher integrated exchange towards social constructivist perspective question_address study arose earlier project_attempt provide opportunity second_language teacher engage bilingual virtual exchange student hereafter refer investigation initially motivate interest discover teacher_student take opportunity participate synchronous part exchange qualitative_study report developmental path experience twenty teacher switzerland spain pupils process particularly aim_discover teacher role emerge process also focus teacher practice consistent social constructivist computer language_learning investigation build young theoretical_model teacher roles computer use data_collection involve initial survey observation teacher_student exchange video stimulated recall interview teacher centre critical incident