Collaborative Enquiry through the Tabletop for Second/Foreign Language Learners

Autor/inn/en	Lin, Mei; Preston, Anne; Kharrufa, Ahmed; Kong, Zhuoran
Titel	Collaborative Enquiry through the Tabletop for Second/Foreign Language Learners
Quelle	(2014), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; Thinking Skills; English (Second Language); Communicative Competence (Languages); Foreign Countries; Asians; Educational Technology; Problem Solving; Cooperative Learning; Interdisciplinary Approach; Interaction Process Analysis; Task Analysis; Audio Equipment; Video Technology; Skill Development; Teaching Methods; Language Skills; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Denkfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Unterrichtsmedien; Problemlösen; Kooperatives Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Prozessanalyse; Aufgabenanalyse; Audio-CD; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Sprachkompetenz
Abstract	Interactional communicative competence and higher-order thinking have been well documented as two of the biggest challenges for second/foreign language learners (EFL learners). This paper evaluates the use of digital tabletops as tools for problem-solving tasks in groups. The evaluation is based on a preliminary study of an application of the use of Digital Mysteries task with EFL learners in a Higher Education institution. It focuses more specifically on the extent to which collaborative learning platforms provided by interactive tabletops can promote and support the application of both thinking and linguistic skills for EFL learners. Based on an interdisciplinary perspective which draws from instructed second language learning and human-computer interaction fields, the evaluation considers moment-to-moment multimodal interaction of three groups of Chinese English language learners with and around the completion of the Digital Mysteries task. It seeks to identify what specific affordances in the design might benefit EFL learners in terms of thinking skills, interactional competence and linguistic performance, and by the same token, what might not. This paper concludes with a number of suggestions about how technologies designed for collaborative enquiry might be repurposed for higher-order thinking and language learning. [For full proceedings, see ED565087.] (As Provided).
Anmerkungen	Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01