A Single-Display Groupware Collaborative Language Laboratory

Autor/inn/en	Calderón, Juan Felipe; Nussbaum, Miguel; Carmach, Ignacio; Díaz, Juan Jaime; Villalta, Marco
Titel	A Single-Display Groupware Collaborative Language Laboratory
Quelle	In: Interactive Learning Environments, 24 (2016) 4, S.758-783 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2014.917111
Schlagwörter	Cooperative Learning; Second Language Learning; Pronunciation; Second Language Instruction; Language Laboratories; Computer Software; Small Group Instruction; Teaching Methods; Pronunciation Instruction; Instructional Design; Computer Assisted Instruction; Quasiexperimental Design; Pretests Posttests; Statistical Analysis; Elementary School Students; Grammar; Vocabulary Development; Guidelines; Foreign Countries; Qualitative Research; Chile + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Zweitsprachenerwerb; Aussprache; Fremdsprachenunterricht; Language laboratory; Sprachlabor; Teaching method; Lehrmethode; Unterrichtsmethode; Ausspracheübung; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Statistische Analyse; Grammatik; Wortschatzarbeit; Richtlinien; Ausland; Qualitative Forschung
Abstract	Language learning tools have evolved to take into consideration new teaching models of collaboration and communication. While second language acquisition tasks have been taken online, the traditional language laboratory has remained unchanged. By continuing to follow its original configuration based on individual work, the language laboratory fails to take advantage of the potential provided by collaborative learning. We propose the use of a language laboratory based on single-display groupware (SDG) for learning vocabulary, grammar, pronunciation, and listening comprehension. By adopting SDG, the language laboratory benefits from the advantages of small group collaborative learning. In this paper, we first describe the design and pedagogical merit of the SDG collaborative language laboratory. We then share the results of a quasi-experimental pre-post comparison study, and use an observation guideline to analyze whether the conditions for collaborative learning have been fulfilled. Based on the results of this study, we conclude that developing pronunciation skills can be more effective when using a collaborative language laboratory versus an individual language laboratory. In addition to this, it can also be concluded that collaborative learning is most effective when accompanied by adequate instructional design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01