Examining the Collaborative Reading Experiences of English Language Learners for Online Second Language Socialization

Autor/in	Solmaz, Osman
Titel	Examining the Collaborative Reading Experiences of English Language Learners for Online Second Language Socialization
Quelle	In: Reading Matrix: An International Online Journal, 20 (2020) 1, S.20-35 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Socialization; Uncommonly Taught Languages; Language Teachers; Preservice Teachers; Advanced Courses; Reading Instruction; Teaching Methods; Cooperative Learning; Social Networks; Literary Genres; Information Technology; Foreign Countries; Teacher Education Programs; Computer Software; Student Attitudes; Vocabulary Development; Computer Mediated Communication; Reading Processes; Turkey + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Socialisation; Sozialisation; Minderheitensprache; Language teacher; Sprachunterricht; Fortgeschrittenenunterricht; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Social network; Soziales Netzwerk; Literarische Form; Informationstechnologie; Ausland; Schülerverhalten; Wortschatzarbeit; Computerkonferenz; Leseprozess; Türkei
Abstract	This study examines the impact of using a digital annotation tool (DAT) on second language (L2) socialization of English as a foreign language (EFL) learners in a university-level advanced reading course. Theoretically guided by the paradigm of second language socialization (Duff, 2002) and pedagogically informed by bridging activities model (Thorne & Reinhardt, 2008), the study aims to understand the social benefits of L2 learners' collaborative reading practices in a DAT system through a variety of quantitative and qualitative research techniques. The results show that students successfully socialized into a multitude of networks and genres through hybridized communicative practices while displaying both expert and novice performances. The article concludes by calling further research in the incorporation of DAT systems into L2 teaching and learning contexts such as less commonly taught languages and populations including preservice language teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01