itell.pptx (2)
TRANSCRIPT
The I–Tell Project: Intercultural telecollaborative learning
before students mobility abroad
Marta Giralt & Catherine JeanneauSchool of Modern Languages & Applied Linguistics
University of Limerick, Ireland
The I–Tell Project Presentation overview
• Rationale for project
• Project description
• Data gathering
• Findings– Students’ feedback: Tasks & Technologies used
– Project outcomes: Impact on students:•Intercultural awareness
•Language Learning
•Preparation for the mobility period
• Limitations, conclusions and recommendations
Rationale for the I-Tell project
• Period abroad (Erasmus, work placement): significant part of the Higher Education language learning experience.
• Crucial to increase the opportunities for students to go abroad.
• Paramount to prepare them for their mobility period to fully benefit from this experience (Byram & Dervin, 2008)
The better prepared students are before their
placement, the better their experience will be
« Apprendre à être étranger :
des parcours de formation interculturelle pour les étudiants
de mobilité »
(Mathilde Anquetil, 2008)
Data gathering
• Results from 12 questionnaires–6 Irish students / 6 Spanish students
• Evidence from 8 portfolios
–5 Irish students / 3 Spanish students
• Teacher’s Diary (Facilitator of the Irish group)
Project aims & objectives
• For students to be better prepared for their period abroad and learn more about the country they will be travelling to (impacting directly and positively on student experience).
• To develop the participants' intercultural, linguistic and digital skills.
What is Telecollaboration?
The engagement of groups of students in online
intercultural interaction and collaboration with
partner classes from other cultural contexts or
geographical locations, under the guidance of
educators and/or expert facilitators
(Robert O’Dowd, 2014)
Project descriptionwebsite of the project
Project program: 8 contact sessions
4 Tasks: one task to be completed every 2 weeksresearch has proven that …the negotiation of meaningand the resultant learner modifications are much moreprevalent in goal-oriented, task-based interactionthan in usual conversation (Pellettieri, 2000: 64)
Exchanges: 2 per weekasynchronous & synchronous;
multimodal communication50% Spanish 50% English
Example: task 3
Students’ feedback on overall project: TASKS - Irish students
Main issue: TIME
It was not difficult to know what we should
be doing
Was hard to find the time to do it
considering you really have to sit down and think about what you
are going to say
It was easy to keep up with the tasks but I found it difficult to do it on a weekly basis because if one of us did not reply immediately than it would result in a rush to finish the tasks due.
Strategy used to overcome this problem
=> Self-regulation
Some pairs did not follow the tasks’ order
Students’ feedback on overall project: TASKS - Irish students
yes because its very beneficial.
It is a great way to practise Spanish
with someone your age in a relaxed
manner
It's a great way to practice your language in a more fun environment to the classroom setting, you have to do a task weekly so you can't ignore a language for a few days which can sometimes happen in busy times of the semester. It was fun telling the VIP all about Ireland and UL.
Students’ feedback on overall project: TASKS - Spanish students
For me, the project is well organized, the tasks, the exchange, the tools suggested..
I think tasks are fine as they are.
We just have problems in
finding free time to communicate each other [sic]
Students’ feedback on overall project: TASKS - Spanish students
Students’ feedback on overall project: TECHNOLOGY
I found the technology easy to use as I use it
on a daily basis
Students’ feedback on overall project: TECHNOLOGY USED
Emails: asynchronous communication most convenient and easy to maintain, good ice-breaker
Voicethread: The most challenging for students but a good preparation to skype
Skype: The most beneficial for language learning
Facebook: Introduced by students as a more casual and natural way to stay in touch
We thought that email was the most convenient form of
communication for the exchange as it was quick and easy
I had never talked by email with
anyone
I feel Skype is the best method but only after some emails, as the emails let us find out about the other person before
we talk face to face on Skype which creates a more relaxed atmosphere
I found the skype best for my
language but it was very difficult to find
the time.I found Facebook the easiest method of
communication. It seemed to be the most natural and informal way of
communication as I would not normally email my friends so it seemed very formal
to be doing so.
Impact on students:Intercultural awareness
- Discovering and comparing:Differences: Timetables, routines, prices
Social interactionFestivals & Celebrations
Similarities Deeper reflexions
- Breaking pre-conceived ideas
- Broaden perception of the other culture
“Nights out are much later in Spain, alcohol is a lot cheaper and entries to clubs are cheaper also”
“In Ireland, while they always have respect, they talk to them using their first name, which it's more casual”
“Before talking with her I didn’t know how similar both countries were in religion”
“I think we both have learned about the others language and culture and above all, that behind the little differences between both countries, it exists a common willing of knowing!” “I think that talking with Ashley has changed the way in which I consider Ireland.”
“Something that has surprised me is that they cook with ‘aceite de oliva’ as we do in Spain, I thought that they cooked with butter!”
“What caught my attention was that Laura explained me that the Catholic Church had a big power in her country and, especially in the education. Furthermore the figure of the Pope is very important for them. Most of the population ( 90 per cent, more or less) is Catholic. So I have noticed that the religion is more powerful than in Spain.”
“we have a lot of common interests””we are actually quite similar”
Impact on students: Language Learning
- Different skills
- Peer learning
- Development of learning strategies (sharing web resources; using transcriptions when talking)
- Attitude versus correction
Oral: fluency and listening
Written
Grammar and new vocabulary
Contextualized
Reflexion through mistakes
Misunderstanding and negotiation of meaning
Oral correctionsConcern about personal imageWilling to do more peer correction
Impact on students: Preparation for mobility period
LOGISTICS SIDE [COMMUNICATION BASED ON
INFORMATION EXCHANGE]
- Practical information (university system;
culture)
HUMAN SIDE [COMMUNICATION BASED ON
PERSONAL RELATIONSHIP OF TRUST]
- Emotional support & encouragement
“Things are organized quite differently. I think Irish Universitieshave a lot more facilities and clubs and societies. The timetablestructure is also very different.”
“I learned that their university have their exams after Christmas whereas in my college we have them before the Christmas break.”
“Bego also told me places in Spain that I should visit when I go there on Erasmus, like the various monuments and festivals (eg. San Fermin and La Tomatina)...I think with all the information I got from Bego I think I would feel comfortable with living in Spain.”
“It has made me feel better telling her how I feel about living abroad as she is in the same situation as me. And I definitely feel more prepared for my erasmus than before I started this project.”
“I’ve been talking with her about this and we both feel frightenedabout how it will be to leave our countries, our homes, our families and friends…”
“I encouraged him to go as it is vital for his language learning and I told him what I knew about the Universities he was considering.”
“...the timing and atmosphere of university in Spain appeals to mefrom what Patricia told me”
Limitations and recommendations
LimitationsSmall data sampleRecommendations:
- Role of the facilitator: setting up & keeping the exchange going
- For effective exchanges: Homogeneous groups (level of language, motivation / assessment, destination)
Conclusions
- Overall success of the project- High satisfaction level amongst students- Positive engagement from our learners
- Role of the social media- More authentic for our students- Good to discover L2 culture- Good extension to the project: 4 Irish
students out of 6 plan to stay in touch with partners via Facebook
thanks to Facebook I saw her Halloween’s
photos and I could realize how it is
celebrated in Ireland
I can see what she has been up to in her daily life and
compare it to what I do in my
daily life
we are friends on Facebook, we talk about our lives and
what we do with our friends
