Literaturnachweis - Detailanzeige
| Autor/in | Solmaz, Osman |
|---|---|
| Titel | The Affordances of Digital Social Reading for EFL Learners: An Ecological Perspective |
| Quelle | In: International Journal of Mobile and Blended Learning, 13 (2021) 2, S.36-50, Artikel 3 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| Schlagwörter | Second Language Learning; Second Language Instruction; English (Second Language); Grammar; Writing (Composition); Cooperative Learning; Undergraduate Students; Student Attitudes; Information Technology; Notetaking; Reading Processes; Computer Software; Foreign Countries; Language Tests; Technological Literacy; Context Effect; Socialization; Vocabulary Skills; Social Media; Peer Relationship; Affordances; Turkey Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Schreibübung; Kooperatives Lernen; Schülerverhalten; Informationstechnologie; Leseprozess; Ausland; Language test; Sprachtest; Technisches Wissen; Socialisation; Sozialisation; Aktiver Wortschatz; Soziale Medien; Peer-Beziehungen; Türkei |
| Abstract | The goal of this study is to illustrate the affordances mediated by digital socio-literacy practices of university-level EFL learners engaging in collaborative reading of texts from an ecological perspective. For this purpose, a total of 38 first-year undergraduate students taking a compulsory EFL course in Turkey participated in the research. Data collected from learners' digital annotations on a digital annotation tool (DAT) and reflective papers were qualitatively analyzed. As a result, the construct of affordance was operationalized in an EFL digital social reading context through indicators derived from learners' annotations. The findings based on student-reported data showed that digital collaborative reading practices had contextual, social, and linguistic affordances for EFL learners. Following the discussion of the findings, the study invites future research to examine L2 learners' practices in a DAT-mediated environment in relation to affordances for specific language areas such as grammar and writing. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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