Upper primary school learners’ interaction in face-to-face and instant messaging modalities: A focus on metatask and metalanguage episodes

Technology-mediated tasks can provide learners with a distinct learning environment, which Doughty and Long (2003) as well as Ortega (1997) perceived as facilitative for language learning and L2 practice. Among the often-cited affordances provided by such tasks are the extra time available for proce...

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Detalles Bibliográficos
Autores: Vallbona, Anna, Tragant Mestres, Elsa
Tipo de recurso: capítulo de libro
Estado:Versión aceptada para publicación
Fecha de publicación:2024
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:2445/218445
Acceso en línea:https://hdl.handle.net/2445/218445
https://doi.org/10.21832/9781800418707-010
Access Level:acceso abierto
Palabra clave:Anglès
Adquisició d'una segona llengua
English
Second language adquisition
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spelling Upper primary school learners’ interaction in face-to-face and instant messaging modalities: A focus on metatask and metalanguage episodesVallbona, AnnaTragant Mestres, ElsaAnglèsAdquisició d'una segona llenguaEnglishSecond language adquisitionTechnology-mediated tasks can provide learners with a distinct learning environment, which Doughty and Long (2003) as well as Ortega (1997) perceived as facilitative for language learning and L2 practice. Among the often-cited affordances provided by such tasks are the extra time available for processing input and producing output, the possibility of scrolling back and forth in conversations, low anxiety levels and positive attitudes (for a review see Ziegler, 2016). Nevertheless, very little is known about how young learners interact with each other when performing tasks online, as research has been traditionally conducted with older learners. Young learners’ low level of proficiency in English, their limited experience interacting with each other online for instructional purposes as well as their developing typing and writing skills may affect how they go about performing language learning tasks.Multilingual Matters202520252024info:eu-repo/semantics/bookPartinfo:eu-repo/semantics/acceptedVersion23 p.application/pdfhttps://hdl.handle.net/2445/218445https://doi.org/10.21832/9781800418707-010Llibres / Capítols de llibre (Llengües i Literatures Modernes i Estudis Anglesos)reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)InglésCapítol del llibre: M. Nikolov & S. L. Kredelj (eds.), Early Foreign Language Learning and Teaching: Evidence Versus Wishful Thinking. Multilingual Matters, 2024, pp. 80-95.cc-by-nc (c) Vallbona, Anna; Tragant, Elsa, 2024http://creativecommons.org/licenses/by-nc-nd/3.0/es/info:eu-repo/semantics/openAccessoai:recercat.cat:2445/2184452026-05-29T05:05:01Z
dc.title.none.fl_str_mv Upper primary school learners’ interaction in face-to-face and instant messaging modalities: A focus on metatask and metalanguage episodes
title Upper primary school learners’ interaction in face-to-face and instant messaging modalities: A focus on metatask and metalanguage episodes
spellingShingle Upper primary school learners’ interaction in face-to-face and instant messaging modalities: A focus on metatask and metalanguage episodes
Vallbona, Anna
Anglès
Adquisició d'una segona llengua
English
Second language adquisition
title_short Upper primary school learners’ interaction in face-to-face and instant messaging modalities: A focus on metatask and metalanguage episodes
title_full Upper primary school learners’ interaction in face-to-face and instant messaging modalities: A focus on metatask and metalanguage episodes
title_fullStr Upper primary school learners’ interaction in face-to-face and instant messaging modalities: A focus on metatask and metalanguage episodes
title_full_unstemmed Upper primary school learners’ interaction in face-to-face and instant messaging modalities: A focus on metatask and metalanguage episodes
title_sort Upper primary school learners’ interaction in face-to-face and instant messaging modalities: A focus on metatask and metalanguage episodes
dc.creator.none.fl_str_mv Vallbona, Anna
Tragant Mestres, Elsa
author Vallbona, Anna
author_facet Vallbona, Anna
Tragant Mestres, Elsa
author_role author
author2 Tragant Mestres, Elsa
author2_role author
dc.subject.none.fl_str_mv Anglès
Adquisició d'una segona llengua
English
Second language adquisition
topic Anglès
Adquisició d'una segona llengua
English
Second language adquisition
description Technology-mediated tasks can provide learners with a distinct learning environment, which Doughty and Long (2003) as well as Ortega (1997) perceived as facilitative for language learning and L2 practice. Among the often-cited affordances provided by such tasks are the extra time available for processing input and producing output, the possibility of scrolling back and forth in conversations, low anxiety levels and positive attitudes (for a review see Ziegler, 2016). Nevertheless, very little is known about how young learners interact with each other when performing tasks online, as research has been traditionally conducted with older learners. Young learners’ low level of proficiency in English, their limited experience interacting with each other online for instructional purposes as well as their developing typing and writing skills may affect how they go about performing language learning tasks.
publishDate 2024
dc.date.none.fl_str_mv 2024
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/bookPart
info:eu-repo/semantics/acceptedVersion
format bookPart
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/218445
https://doi.org/10.21832/9781800418707-010
url https://hdl.handle.net/2445/218445
https://doi.org/10.21832/9781800418707-010
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Capítol del llibre: M. Nikolov & S. L. Kredelj (eds.), Early Foreign Language Learning and Teaching: Evidence Versus Wishful Thinking. Multilingual Matters, 2024, pp. 80-95.
dc.rights.none.fl_str_mv cc-by-nc (c) Vallbona, Anna; Tragant, Elsa, 2024
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by-nc (c) Vallbona, Anna; Tragant, Elsa, 2024
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 23 p.
application/pdf
dc.publisher.none.fl_str_mv Multilingual Matters
publisher.none.fl_str_mv Multilingual Matters
dc.source.none.fl_str_mv Llibres / Capítols de llibre (Llengües i Literatures Modernes i Estudis Anglesos)
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,811543

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