Challenges in a mobile English telecollaborative project

Towards a conceptual model

Bibliographic Data

ID19514902
AuthorsJunjie Gavin Wu (0000-0003-4937-4401, Shenzhen Technology University), Mark Feng Teng (0000-0002-5134-8504, Beijing Normal University), Miller Lindsay (City University of Hong Kong)
Year2022
Pages1-19
Publication date2022-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAustralasian Journal of Educational Technology (JOURNAL)
Journal identifiersISSN: 1449-3098 • E-ISSN: 1449-5554
PublisherAustralasian Society for Computers in Learning in Tertiary Education (PUBLISHER • NZ)
DOI10.14742/ajet.6371
OpenAlexW3195458389
LanguageEN
Citations received2
References cited10

This paper, drawing upon a mobile telecollaborative project, resonates with the rapid development of technology in language learning. We employed the instant messaging app WeChat to create an English telecollaborative environment for two groups of Chinese students to communicate within. Interview data were triangulated with students’ chat transcripts and comments from a teacher’s reflective journal. A mixed-methods approach, including quantitative descriptive analysis, thematic analysis and content analysis, was used to investigate the challenges and the linguistic performance by applying the community of inquiry framework to the students’ chats. The analysis illustrates some of the complexities and challenges of using online apps as a way of communicating in a second language: students expected more teacher support, they struggled to use the app due to their physical environments and they felt that they were not sufficiently well prepared for chatting in an English medium environment. Based on the findings, a conceptual model is proposed for consideration when encouraging students to engage in telecollaborative learning. Implications for practice or policy: Teachers should enhance their visibility in mobile telecollaborative projects by promoting participants’ contribution through different facilitation techniques. Teachers and educators can capitalise on the proposed conceptual model to guide their own design of such online learning experiences for their learners. Telecollaborative learning can be improved by taking into account various factors such as physical environment, the medium of communication and the potential incentives

Computer-mediated communication · Knowledge management · Mathematics education · Multimedia · Pedagogy · Qualitative research · Sociology · The Internet · Thematic analysis · World Wide Web · Computer Science · Digital Storytelling and Education · EFL/ESL Teaching and Learning · English Language Learning and Teaching · Psychology

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