Developing Language, Content, and Digital Competence through International Telecollaborative Project Work

Autor/inn/en	Casañ-Pitarch, Ricardo; Candel-Mora, Miguel Ángel
Titel	Developing Language, Content, and Digital Competence through International Telecollaborative Project Work
Quelle	In: Teaching English with Technology, 21 (2021) 1, S.29-47 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1642-1027
Schlagwörter	Telecommunications; Technological Literacy; Language Skills; Educational Technology; Technology Uses in Education; Communication Skills; Cooperative Learning; Electronic Publishing; Web Sites; Recycling; Student Projects; Program Effectiveness; Skill Development; College Students; Foreign Countries; International Cooperation; English for Special Purposes; English (Second Language); Spain; Finland + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Technisches Wissen; Language skill; Sprachkompetenz; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kommunikationsstil; Kooperatives Lernen; Elektronisches Publizieren; Web-Design; Schulprojekt; Kompetenzentwicklung; Qualifikationsentwicklung; Collegestudent; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Spanien; Finnland
Abstract	Telecollaboration seems to be a present emerging practice in education. In this sense, telecollaboration is wide and covers several areas of work and study, and it can also concern hybrid ones. This research focuses on developing learners' digital competence, English language skills for professional purposes, and knowledge on recycling matters through a telecollaborative project work. The framework for this study is based on Spiers and Bartlett's (2012) model on developing language, content, and digital skills, and it also focuses on the taxonomy of communication acts in professional contexts introduced by Lehman and DuFrene (2013). Students had to work collaboratively in groups of four students, from two different institutions and countries, and create a blog on the topic of recycling matters, analyzing the current problems and offering possible solutions. Students were tested before and after the project in order to measure their progress within the different areas of study. Results showed that this telecollaborative project work was potentially beneficial; the experimental group performed better in all the areas tested after this project. In conclusion, it seems that telecollaboration projects helped develop the target skills in this research following an integrated learning approach. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01