Collaborative tasks for online language teaching
Bibliographic Data
| ID | 8936653 |
|---|---|
| Authors | Marta González‐lloret (0000-0003-1691-0992, Spanish Applied Linguistics University of Hawaiʻi at Mānoa Honolulu Hawaiʻi, corresponding author) |
| Year | 2020 |
| Volume | 53 |
| Issue | 2 |
| Pages | 260-269 |
| Publication date | 2020-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12466 |
| OpenAlex | W3036714987 |
| Language | EN |
| Citations received | 35 |
| References cited | 16 |
Online language teaching has become a reality for many foreign language programs that have been forced to teach remotely. When developing an online language teaching curriculum (beyond a simple emergency teaching patch), it is important to uphold the same rigor and base our curriculum in methodological and pedagogic choices based on second language acquisition and educational research, and keep in mind that interaction is critical to developing second language skills. This article advocates that, through collaborative technology‐mediated tasks, we can promote productive language output (spoken and written) and the type of interaction that facilitates language learning and motivates students to continue improving their language skills
Comprehension approach · Curriculum · Foreign language · Language acquisition · Language assessment · Language education · Language industry · Language pedagogy · Mathematics education · Pedagogy · Computer Science · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Second Language Learning and Teaching
Solving online classroom management challenges
Online Language Learning in Colombian Graduate Education
Investigating the Impact of Cultural Awareness on Language Learners' Motivation and Proficiency
Learning English based on blended tasks in a flipped online classroom
Task-Based Language Teaching (TBLT)
The development of language proficiency through global skills enhancement using web 2.0 tools in university EFL contexts
Overcoming challenges
Exploring university students’ preferences and satisfaction in utilizing digital tools for foreign language learning
Effects of communication mode on EFL learners’ engagement and request learning
Collaborative learning among dance students in teaching and creative movement course
Collaborative autoethnography in examining online teaching during the pandemic
Caring is pedagogy
Analysing Student Engagement in Breakout Rooms in an Online Language Course
Can Generative AI Chatbots Promote Second Language Acquisition? A Meta‐Analysis
Digital Literacy, Social Support, and Well‐Being Among FL Learners
An exploratory study on second language learner engagement in different types of interactive tasks in video-chat and text-chat communication
Screening EFL Teachers’ and Learners’ Perceptions of Emergency Remote Teaching During Covid-19 Pandemic
Viewing Emergency Remote Teaching Within a Pedagogical Framework
A Mixed Methods Investigation of Mobile-Based Language Learning on EFL Students’ Listening, Speaking, Foreign Language Enjoyment, and Anxiety
Cameras on or off
Humanising teacher education through translanguaging
Metacognitive instruction in technology-mediated TBLT
Remote teaching during Covid-19
What if it's been space all this time?”
Conversation and transcription activities with synchronous video computer-mediated communication
Addressing the challenges of interaction in online language courses
Digital competence and online language teaching
Teaching and learning languages online
Emotions in online language learning
Rapport in the Foreign Language Classroom
Factors affecting the quality of online learning in a task‐based college course
L2 French students' conversations during interactive writing tasks and their interaction mindset
Synchronous and asynchronous online collaborative writing
Heritage Language Learners' Lexical Performance across Pair Types and (Non-)Digital Collaborative Writing Task Environments
Recommendations of ELT Students for Four Language Skills Development
| Unique citing works | 35 |
|---|---|
| Citations per year | 5,83 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 35 |