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Appropriation of a Representational Tool in a Second-Language Classroom
- Source :
-
International Journal of Computer-Supported Collaborative Learning . Mar 2015 10(1):77-108. - Publication Year :
- 2015
-
Abstract
- While the affordances of face-to-face and online environments have been studied somewhat extensively, there is relatively less research on how technology-mediated learning takes place across multiple media in the networked classroom environment where face-to-face and online interactions are intertwined, especially in the context of language learning. This case study contextually investigates the appropriation of a representational tool by students in small groups, in the context of collaborative second language writing activities. In this paper, micro-analysis of cross-media interactions is deployed to unravel how different groups of students evolve alternative approaches to appropriating the technology. The study explores the beneficial affordances of a representational tool that supplement face-to-face communication for second language learning, and draws implications for the design of collaborative L2 learning in networked classrooms.
Details
- Language :
- English
- ISSN :
- 1556-1607
- Volume :
- 10
- Issue :
- 1
- Database :
- ERIC
- Journal :
- International Journal of Computer-Supported Collaborative Learning
- Publication Type :
- Academic Journal
- Accession number :
- EJ1054627
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1007/s11412-015-9208-0