Tandem language learning: Difference between revisions

Revision as of 23:41, 13 March 2019

Revision as of 11:02, 6 April 2019

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'''Telecollaboration Using [[Task-based learning|Task-based Learning]]: Challenges for Instructors'''

There are several challenges inherent in instructors’ choices of appropriate tasks in fostering ICC within Telecollaboration. Firstly, Samuda and [[Martin Bygate|Bygate]]'s research has indicated that while instructors may be able to implement tasks aimed at fostering ICC, they may not be able to clearly conceptualize the intended outcome of the chosen tasks (Samuda and Bygate, 2008, cited in O’Dowd & Waire, 2009, p.&nbsp;174<ref name="O'DowdWaire2009" />). Secondly, collaboration between tandem instructors may create challenges in respect of differing views on task design, especially in relation to [[learner autonomy]], that is, how much autonomy students should be given in choosing and completing tasks (O’Dowd & Waire, 2009<ref name="O'DowdWaire2009" />). Thirdly, instructors’ differing views on their role in terms of intervention and management of the task may affect the task outcome (O’Dowd and Waire, 2009<ref name="O'DowdWaire2009" />) as well as result in lengthy, time-consuming online exchange.

'''Fostering ICC within Telecollaboration Using Task-based Learning: Task Types'''