Using Skype in a Primary Class : a Case Study
The important role of new technologies to communicate in the globalized world we live in cannot be denied. Teachers must take this fact into account and help their students construct their knowledge through computer-mediated learning in order to better understand how these tools function. In the con...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2013 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:108851 |
| Acceso en línea: | https://ddd.uab.cat/record/108851 https://dx.doi.org/urn:doi:10.5565/rev/jtl3.521 |
| Access Level: | acceso abierto |
| Palabra clave: | Sociocultural theory ICT CMC Interaction, mediation Teoria sociocultural TIC Interacció Mediació Teoría sociocultural Interacción Mediación |
| Sumario: | The important role of new technologies to communicate in the globalized world we live in cannot be denied. Teachers must take this fact into account and help their students construct their knowledge through computer-mediated learning in order to better understand how these tools function. In the context of Teaching English as a Foreign Language (TEFL), Computer-Mediated Communication (CMC) has become a powerful tool for learning, as these resources give meaning and real-world relevance to language teaching practices and activities. This small-scale study describes the implementation of an interactional activity, rooted in sociocultural theory, which used Skype as teaching tool. The data stemming from the investigation provides evidence to support the argument that digital resources for foreign language learning hold great potential as mediating tools for increased motivation and enhanced peer interaction. |
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