Chinese-French Case Study of English Language Learning via Wikispaces, Animoto and Skype

Autor/inn/en	Hartwell, Laura M.; Zou, Bin
Titel	Chinese-French Case Study of English Language Learning via Wikispaces, Animoto and Skype
Quelle	(2013), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Chinese; French; English (Second Language); Web 2.0 Technologies; Learning Experience; Computer Mediated Communication; Code Switching (Language); Undergraduate Students; Business Administration Education; Technology Uses in Education; Speech Skills; Assignments; Student Projects; Qualitative Research; Foreign Countries; China; France + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; China; Chinesen; Französisch; English as second language; English; Second Language; Englisch als Zweitsprache; Lernerfahrung; Computerkonferenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mündliche Leistung; Sprachfertigkeit; Assignment; Auftrag; Zuweisung; Schulprojekt; Qualitative Forschung; Ausland; Frankreich
Abstract	This paper reports on the learning experience of Chinese and French students participating in a computer mediated communication (CMC) collaboration conducted in English and supported by Wikispaces, Animoto, and Skype. Several studies have investigated CMC contexts in which at least some participants were native speakers. Here, we address the linguistic and cultural challenges that students face when language code-switching is impossible. Twenty-five French students enrolled in their final semester of an undergraduate program in Sports Management and 40 Chinese students enrolled in their second year of undergraduate program in Business completed individual and group projects related to tourism in Europe based on information gathered through communication in English with their foreign partners. Data from students' written and oral productions were complemented by students' self-reflective evaluations. This study illustrates that mastering new technologies and interacting with an authentic audience motivated student learning. Some students also benefitted from the possibility of improving speaking skills through recording and listening to their own voices. [For full proceedings, see ED565044.] (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