Virtual Language Exchanges in Lower-Level Language Classes: Promise and Practice

Autor/inn/en	Martinsen, Rob A.; Thompson, Gregory L.
Titel	Virtual Language Exchanges in Lower-Level Language Classes: Promise and Practice
Quelle	In: Hispania, 106 (2023) 1, S.101-121 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
Schlagwörter	Exchange Programs; Intercultural Communication; Second Language Learning; Second Language Instruction; Computer Mediated Communication; Language Teachers; Spanish; Native Speakers; In Person Learning; Computer Simulation; Gender Differences; Student Motivation; Learning Processes; Learning Motivation; Outcomes of Education; Undergraduate Students; Social Media; Groups; Individual Differences; Comparative Analysis + Suchen Sie Ihr Suchwort? Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Interkulturelle Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; Computerkonferenz; Language teacher; Sprachunterricht; Spanisch; Muttersprachler; Computergrafik; Computersimulation; Geschlechterkonflikt; Schulische Motivation; Learning process; Lernprozess; Motivation for studies; Lernmotivation; Lernleistung; Schulerfolg; Soziale Medien; Individueller Unterschied
Abstract	Interacting with native speakers in various types of virtual exchanges is becoming increasingly accessible for language learners and teachers around the world. The present study examined the experiences of beginning and intermediate level learners of Spanish in the United States as they interacted weekly with native Spanish speakers over the course of three academic years. Students were assigned to face-to-face settings or one of a variety of virtual exchange platforms including both free and paid services. The unique opportunities created by the structure and features of each setting whether face-to-face or online did seem to have an effect on the students' experiences and were visible in the data analysis. Results indicate that students' gender and the context in which they interacted with native Spanish speakers were related to greater or lesser changes in students' motivation, willingness to communicate and perceived learning. Additionally, engaging with a paid interlocutor in a setting with few technological issues seemed to improve outcomes. (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01