Does medium - teletandem vs Face-toFace make a difference in Advance L2 Spanish learner's oral fluency?
SLA researchers have advocated for the incorporation of Teletandem (a sub-strand of tele-collaboration) as an autonomous, collaborative, and virtual foreign language environment (see BENEDETTI, CONSOLO; VIEIRA-ABRAHÃO, 2010; TELLES, 2009) aimed to promote L2 communication and intercultural competenc...
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| Formato: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Recursos: | 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:20.500.12328/4683 |
| Acesso em linha: | http://hdl.handle.net/20.500.12328/4683 https://dx.doi.org/10.23925/2318-7115.2022v43i1a6 |
| Access Level: | acceso abierto |
| Palavra-chave: | Teletàndem Desenvolupament L2 Fluïdesa oral Cara a cara Tipus mitjà Tipus de tasca Teletándem Desarrollo de L2 Fluidez oral Tipo medio Tipo tarea Teletandem L2 development Oral Fluency Face-to-Face Medium Type Task-Type 81 |
| Resumo: | SLA researchers have advocated for the incorporation of Teletandem (a sub-strand of tele-collaboration) as an autonomous, collaborative, and virtual foreign language environment (see BENEDETTI, CONSOLO; VIEIRA-ABRAHÃO, 2010; TELLES, 2009) aimed to promote L2 communication and intercultural competence in L2 settings, and as an alternative to traditional Face-to-Face (FTF) exposure commonly used in L2 classrooms. While the majority of previous studies on Teletandem for L2 learning have mainly examined its benefits, focusing on the different approaches used by learners in this medium and proposing strategies on how to implement its context in higher education language programs (see CANDIDO, 2010; CAVALARI, 2010), a critical overview of Teletandem research reveals a paucity of empirically supported evidence for the benefits of Teletandem on L2 development. Specifically, no empirical comparisons have been conducted between this medium and traditional face-to-face (FTF) instruction in the L2 classroom. This paper addresses this issue and reports on an empirical investigation of the benefits of this medium when compared to FTF exposure in relation to L2 fluency. |
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