Experiencing Teletandem: A collaborative project to encourage students in tandem interactions

Auteurs-es

DOI :

https://doi.org/10.21165/gel.v15i3.2416

Mots-clés :

Telecollaboration. Teletandem. Second language learning. Education. English. Portuguese. Action research.

Résumé

In this paper, we present findings of a semester long collaboration between two instructors: one from a Brazilian high school and the other from an American technical college. We investigated the potential of online in-tandem interactions for the enhancement of students’ second language learning. Using Action Research, we assessed the impact of the partnership and our students’ participation in two student-guided telecollaborative sessions. In this empirical qualitative study, we conducted semi-structured interviews and distributed a questionnaire to explore our students’ attitudes towards language learning and their perceived development of their fluency in the second language. The results encourage partnerships in the format of inter-institutional collaborations to promote students’ involvement in communicative tasks in Portuguese and in English. It also demonstrates how this type of telecollaborative activity promotes positive attitudes that indicate the nurturing of students’ participation and intercultural competence. 

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Biographie de l'auteur-e

Viviane Klen-Alves, University of Georgia

Viviane Klen-Alves is a Ph.D. candidate in TESOL and World Language Education at the College of Education at the University of Georgia. She has a Master’s degree in Romance Languages (Portuguese and Spanish) from the University of Georgia and a B.A. in Portuguese and English Language and Literature from the Catholic University of São Paulo. 

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Publié-e

2018-12-31

Comment citer

Klen-Alves, V., & Tiraboschi, F. F. (2018). Experiencing Teletandem: A collaborative project to encourage students in tandem interactions. Revista Do GEL, 15(3), 109–130. https://doi.org/10.21165/gel.v15i3.2416

Numéro

Vol. 15 No. 3 (2018): Edição Temática

Rubrique

Edição Temática v. 15 n. 3 (2018)

Licence

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