Erasmus Virtual Exchange as an Authentic Learner Experience

Autor/in	Reynolds, Alexandra
Titel	Erasmus Virtual Exchange as an Authentic Learner Experience
Quelle	(2020), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Reynolds, Alexandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Authentic Learning; Learning Experience; Diaries; Exchange Programs; Computer Mediated Communication; Transformative Learning; Second Language Learning; Second Language Instruction; French; Undergraduate Students; International Cooperation; Educational Cooperation; English (Second Language); Nationalism; Immigrants; Group Discussion; Native Language; Student Attitudes; Foreign Countries; Ethnography; Language Proficiency; English for Special Purposes; World Views; Cultural Awareness; Sense of Community; Program Descriptions; Personal Autonomy; Europe; France + Suchen Sie Ihr Suchwort? Lernerfahrung; Diary; Tagebuch; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Computerkonferenz; Pädagogische Transformation; Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; English as second language; English; Second Language; Englisch als Zweitsprache; Nationalismus; Immigrant; Immigrantin; Immigranten; Gruppendiskussion; Schülerverhalten; Ausland; Ethnografie; Language skill; Language skills; Sprachkompetenz; World view; Weltanschauung; Cultural identity; Kulturelle Identität; Individuelle Autonomie; Europa; Frankreich
Abstract	This small-scale study draws on a higher education context where French-speaking students, "in situ" at Bordeaux University, participated in the Sharing Perspectives Foundation's flagship "Erasmus+ Virtual Exchange" (E+VE) program (2018-2019). French-speaking students interacted in English on the topic of "Newcomers and Nationalism" via weekly webinars with non-native English-speaking students from other participating universities in Europe and the Southern Mediterranean region. Authenticity is a complex concept involving the degree of implication and meaning speakers give to their interactions (Gilmore, 2007; Pinner, 2016; Widdowson, 2003). The study therefore addresses the question of how participant feedback can help us to assess E+VE in terms of authenticity. The methods used to investigate this research question were the qualitative analysis of the French students' reflective journals, questionnaires, and interviews. The results show that E+VE is conducive to authentic learner experiences. This study has also enabled a definition of 'authenticity' as a transformative language learner experience in virtual exchange. [For the complete volume, see ED609298.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01