Facebook for Engagement: Telecollaboration between Finland and New Zealand in German Language Learning

Autor/inn/en	Korkealehto, Kirsi; Leier, Vera
Titel	Facebook for Engagement: Telecollaboration between Finland and New Zealand in German Language Learning
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 11 (2021) 1, S.1-20, Artikel 1 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.2021010101
Schlagwörter	German; Second Language Learning; Second Language Instruction; Learner Engagement; Social Media; Student Attitudes; Cross Cultural Studies; Video Technology; Audio Equipment; Sociocultural Patterns; Recordkeeping; Computer Mediated Communication; Task Analysis; Teaching Methods; Content Analysis; Foreign Countries; College Students; International Cooperation; Cooperative Learning; Program Descriptions; New Zealand; Finland + Suchen Sie Ihr Suchwort? Deutscher; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziale Medien; Schülerverhalten; Cultural comparison; Kulturvergleich; Audio-CD; Soziokulturelle Theorie; Leistungsnachweis; Computerkonferenz; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Ausland; Collegestudent; Internationale Kooperation; Internationale Zusammenarbeit; Kooperatives Lernen; Neuseeland; Finnland
Abstract	This research presents a virtual exchange project between two tertiary institutions in New Zealand and Finland with 26 participants who were intermediate German language students. During the project, the students used a closed Facebook group to post about given topics; the posts combined video, audio, and text that adhered to multimodal meaning-making theory. The theoretical framework was task-based language teaching underpinned by the notion of engagement, social media in language learning, and telecollaboration. Language learning was viewed through a socio-cultural lens. A mixed-methods approach was used to collect data including questionnaires, interviews, and FB-logs. The qualitative data was analysed by content analysis method. The results indicate that the students perceived FB as an applicable tool for community building and they enjoyed the variation it brought to the course. Collaboration, use of communication tools, authenticity, and teachers' support fostered student engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01