Negotiating interactions and addressing communication breakdowns in foreign language telecollaborative projects through videoconferencing
Telecollaboration through videoconferencing is one way of responding to the present situation in education resulting from the current COVID-19 pandemic as well as from globalization and innovation in information and communication technology. The main purpose of this dissertation is to investigate th...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/672667 |
| Acceso en línea: | http://hdl.handle.net/10803/672667 |
| Access Level: | acceso abierto |
| Palabra clave: | Videoconferencing Telecollaboration Intercultural communication Interaction Secondary education Communication strategies Non-native speakers English as a foreign language. Videoconferència Telecolaboració Comunicació intercultural Interacció Estratègies de comunicació Educació secundària Parlants no nadius Anglès com a llengua estrangera Videoconferencia Telecolaboración Comunicación intercultural Interacción Estrategias de comunicación Educación secundaria Hablantes no nativos Inglés como lengua extranjera 81 |
| Sumario: | Telecollaboration through videoconferencing is one way of responding to the present situation in education resulting from the current COVID-19 pandemic as well as from globalization and innovation in information and communication technology. The main purpose of this dissertation is to investigate the interactional strategies, patterns of negotiated interactions and communication strategies that secondary school learners of English as a foreign language use during task-based telecollaborative interactions with secondary school learners of English from a different cultural and linguistic background. The study focuses on two telecollaborative projects in which the same participants from Bulgaria and students from two different schools in Spain took part in synchronous videoconferencing sessions discussing culture related topics. Various data collection instruments were used in order to provide triangulation of the findings, namely, video recordings of the telecollaborative interactions, interviews, questionnaires and field observations. Both quantitative analysis with descriptive statistics and qualitative data analysis are provided. By presenting and analyzing three case studies the investigation provides invaluable information about learners’ communicative behavior in telecollaborative educational settings. The study found that adolescent non-native participants demonstrate different behaviors and utilize resources with varying frequency depending on who their interlocutor is. We further point out potential factors for these variations and provide recommendations for setting up telecollaborative projects. |
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