A Discussion on How Teachers Assess What Foreign Language Students Learn in Telecollaboration

Autor/in	Cavalari, Suzi Marques Spatti
Titel	A Discussion on How Teachers Assess What Foreign Language Students Learn in Telecollaboration
Quelle	(2019), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Telecommunications; Second Language Learning; Second Language Instruction; English (Second Language); Intercultural Communication; Computer Mediated Communication; Student Evaluation; Feedback (Response); Formative Evaluation; Self Evaluation (Individuals); Language Proficiency; Accuracy; Diaries; Education Majors; Synchronous Communication; Portuguese; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Interkulturelle Kommunikation; Computerkonferenz; Schulnote; Studentische Bewertung; Language skill; Language skills; Sprachkompetenz; Diary; Tagebuch; Portugiesischunterricht; Ausland; Brasilien
Abstract	Institutional integrated TeleTanDem (iiTTD) is a model of telecollaboration characterised as a series of tasks that are integrated into the syllabus of a foreign language course. This paper aims at presenting and discussing the assessment practice of a Brazilian teacher who integrated teletandem into her regular English as a Foreign Language (EFL) lessons within a teacher education programme. Among the different tasks that learners carry out within iiTTD, this study focusses on what is assessed by the teacher when offering formative feedback on learning diaries written by Brazilian participants. The study, of a qualitative interpretative nature, uses data collected by means of the tasks that 13 Brazilian learners carried out within iiTTD in 2017. Results show that the teacher was able to assess (1) students' self-assessment skills, (2) language accuracy (when diaries are written in English), (3) the learning of content presented in class, and (4) intercultural issues that may emerge during teletandem oral sessions. [For the complete volume, "Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship," see ED596376.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01