A Video-Conferencing English-Spanish eTandem Exchange: Negotiated Interaction and Acquisition

Autor/inn/en	Arellano-Soto, German; Parks, Susan
Titel	A Video-Conferencing English-Spanish eTandem Exchange: Negotiated Interaction and Acquisition
Quelle	In: CALICO Journal, 38 (2021) 2, S.222-244 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9017
Schlagwörter	Videoconferencing; Second Language Learning; Second Language Instruction; English (Second Language); Grammar; Exchange Programs; Spanish; Predictor Variables; Pretests Posttests; Recall (Psychology); Intercultural Communication; Undergraduate Students; Group Discussion; Incidental Learning; Mexicans; North Americans; Foreign Countries; Program Descriptions; Mexico (Mexico City); United States + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Spanisch; Prädiktor; Abberufung; Interkulturelle Kommunikation; Gruppendiskussion; Inzidentelles Lernen; Mexikaner; Ausland; USA
Abstract	This study analyzed eTandem video-conferencing exchanges between five pairs of university students of English as a foreign language (EFL) and Spanish as a foreign language (SFL). The exchanges, which involved discussion of seven tasks, took place on a weekly basis. Drawing on an interactionist perspective (Ellis et al., 2001a; Loewen, 2005), the study explored the impact of incidental noticing on subsequent language learning. Data were collected from two sources: transcripts of all the video-conferencing sessions and immediate and delayed post-tests. Drawing on Loewen's (2005) framework of analysis, the transcripts revealed that students generated a total of 915 focus-on-form episodes (FFEs). As measured by the post-tests, participants recalled over half of the targeted FFE linguistic items. In contrast to previous studies (Loewen, 2005; Shekary & Tahririan, 2006), where successful uptake was a predictor for L2 learning, the present study revealed that the only significant predictor was deferred timing. More generally, the present study supports the claim that eTandem video-conferencing is a useful activity for promoting L2 acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01