Social media in L2 education: exploring on-line collaborative writing in EFL settings
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TítuloSocial media in L2 education: exploring on-line collaborative writing in EFL settings
Fecha de publicación2018-06-04
Versión del editorhttps://research-publishing.net/manuscript?10.14705/rpnet.2018.22.772
This paper presents a classroom experience regarding the use of wikis in L2 collaborative writing settings. Framed in the current post-positivist educational climate in higher education, ... [+]
This paper presents a classroom experience regarding the use of wikis in L2 collaborative writing settings. Framed in the current post-positivist educational climate in higher education, the adoption of wikis as a Technology-Enhanced Language Learning ( TELL) platform complements and enriches the classroom-based interaction of L2 learners. While developing solid L2 writing and self-expression skills, wikis may be said to foster other related core abilities – reading and comprehension, critical thinking, exegetic skills, integration of culture-specific elements in foreign language learning, and use of new technologies, etc. In the process of drafting culture-bound texts, the co-creating students become aware of the weight of cultural elements in their texts in an asynchronous, cross-cultural communication process, and they are able to bridge the cultural divide not only through non-formal, peer-to-peer learning, but also through empowered cross-cultural understanding in a truly emancipating English as a Foreign Language (EFL) setting. [-]
Proyecto de investigaciónThis classroom experience was supported by a teaching innovation grant to 3470/17 Translating Wikipedia back and forth.
Cita bibliográficaMARTÍNEZ CARRASCO, Robert. "Social media in L2 education: exploring on-line collaborative writing in EFL settings" en Innovative language teaching and learning at university: integrating informal learning into formal language education / Edited by: Fernando Rosell-Aguilar, Tita Beaven, and Mara Fuertes Gutiérrez .- Research-publishing.net, 2018, pp. 17-26.
Tipo de documentoinfo:eu-repo/semantics/bookPart
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