Does Participating in a Telecollaborative Project Foster the Acquisition of Apologies? Insights from the English for Specific Purposes Context [Konferenzbericht] Paper presented at the EUROCALL 2022 Conference (30th, Reykjavik, Iceland, Aug 17-19, 2022).

Autor/in	Di Sarno-García, Sofia
Titel	Does Participating in a Telecollaborative Project Foster the Acquisition of Apologies? Insights from the English for Specific Purposes Context [Konferenzbericht] Paper presented at the EUROCALL 2022 Conference (30th, Reykjavik, Iceland, Aug 17-19, 2022).
Quelle	(2022), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Di Sarno-García, Sofia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English for Special Purposes; Correlation; Second Language Learning; Second Language Instruction; Speech Acts; Pragmatics; Role Playing; Comparative Analysis; Teaching Methods; Computer Mediated Communication; Spanish; In Person Learning; Task Analysis; Foreign Countries; Engineering Education; Aerospace Education; Videoconferencing; Intercultural Communication; Native Speakers; Cooperative Learning; Undergraduate Students; Taxonomy; Computational Linguistics; Spain (Valencia); United Kingdom (England) + Suchen Sie Ihr Suchwort? Korrelation; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprechakt; Pragmalinguistik; Rollenspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Spanisch; Aufgabenanalyse; Ausland; Ingenieurausbildung; Interkulturelle Kommunikation; Muttersprachler; Kooperatives Lernen; Taxonomie; Linguistics; Computerlinguistik
Abstract	The aim of the study was to investigate whether telecollaboration is a suitable environment for the acquisition of the speech act of apologies. Participants were aerospace engineering students from the Universitat Politècnica de València (Spain) who performed six open role-plays to elicit apologies. The Control Group (CG, n=17) carried out the task in pairs with their Spanish classmates in a Face-To-Face (FTF) setting, while the Experimental Group (EG, n=7) conducted the task with first language (L1) or highly proficient speakers of English from the University of Bath (UK) through synchronous Zoom sessions. The results of the descriptive analysis revealed a higher tendency of improvement in the EG, which also used a higher number of strategies compared to the CG. Findings from the quantitative analysis carried out through an Eta coefficient revealed a significant correlation (r=0.71) between the number of strategies used and the modality where they were performed. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.] (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	2024/1/01