An e-mail tandem learning project involving ESL and FSL secondary school students : a sociocultural perspective
Notice bibliographique
Résumé
This study examined project-based, e-mail tandem exchanges between ESL and FSL secondary school students. Drawing on a sociocultural perspective (Lantolf, 2000; Parks, 2000; Wells, 1999), it sought to investigate (a) the strategies employed by secondary ESL and FSL students to provide scaffolding to their e-mail tandem partners, (b) the resources used by students when composing their e-mails, (c) the use of the feedback provided by their e-mail tandem partners when revising their reports, (d) the usefulness of the notion of motive, as defined by sociocultural theory, to explain the differences in the way the tandem partners oriented to the exchanges (i.e., how they engaged and invested themselves in the e-mail exchanges), and (e) the teachers' perceptions of the use of tandem e-mail as a language learning tool. One group of 30 intermediate-level Frenchspeaking ESL students in a secondary school (Secondary 4) in Québec was paired up with two groups of intermediate-level English-speaking FSL students (total 30) in a secondary school (Grade 11 ) in Ontario. The joint reading of articles taken from newspapers and magazines of interest to teenagers formed the basis for the e-mail discussions. Data, collected over an 18-week period during the 2004-2005 academic year, were obtained from four main sources: written documents, observations, questionnaires, and interviews. The main findings were the following: (1) Using a taxonomy adapted from Villamil and De Guerrero's (1996) taxonomy of substrategies for providing scaffolding, analysis of e-mails showed that both ESL and FSL students provided scaffolding to one another by resorting to various strategies. In both groups, giving explicit feedback was the most salient strategy employed by the students when functioning as the NS tutor. (2) Findings from various sources of data collection methods showed that during the composing of their e-mails, both groups drew on a variety of resources. (3) An analysis of first and second drafts revealed that ESL students incorporated 91 % of the corrections provided by their tandem partners, while the FSL students incorporated 74 %. (4) Although the findings showed that the majority of the students participating in the e-mail tandem project had minimally completed the basic course requirements, the analysis of eight case study participants revealed individual differences in the way the latter oriented to the tasks and subsequently carried them out. These results were linked to the notion of motive, as defined by sociocultural theory. (5) Although the teachers reported that their students had benefited from the authentic communication with native speakers and from the feedback they received from them, data also revealed that they had been confronted with a number of challenges. In contrast to previous research that has focused on adult L2 learners (e.g., Appel, 1997; Appel & Gilabert, 2002; Belz, 2001, 2002a, 2002b, 2003; Belz & Kinginger, 2002, 2003; Lee, 2004; Liaw & Johnson, 2001; Muller-Hartmann, 2000; O'Dowd, 2003), this study sheds light on the degree to which L2 secondary school students are capable of giving each other feedback.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».