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7A - Task-Based Telecollaborative Exchanges between US and Italian Students

A Case Study in Program Design and Implementation

from Part III - The Task Syllabus and Materials

Published online by Cambridge University Press:  19 November 2021

By
Elena Nuzzo  and
Diego Cortés Velásquez
Edited by
Mohammad Javad Ahmadian  and
Michael H. Long
Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
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Summary

A telecollaborative language exchange program was implemented between Italian learners of English (from Roma Tre University) and Californian learners of Italian (from California State University, Long Beach). The main purpose was to give students more opportunities for meaningful and goal-oriented communication than they would usually have in their educational contexts. The program involved more than forty people of the two languages/cultures from October 2018 to May 2019. Learners’ needs were first identified in order to elaborate the tasks for the program, which was highly appreciated by the participants. Interesting suggestions for improvement were provided by the students, allowing us to revise the plan for a future implementation. In this case study, participants, structure and characteristics of the program are described, with a focus on needs analysis and task development. Examples of the teaching materials used in the program are provided.

Keywords

telecollaborationlanguage exchangelearners of L2 Italianlearners of L2 Englishtelecollaborative taskscomputer-mediated communicationpeer interaction
Type
Chapter
Information
The Cambridge Handbook of Task-Based Language Teaching , pp. 250 - 261
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

Akiyama, Y. (2018). Synthesizing the practice of SCMC-based telecollaboration: A scoping review. CALICO Journal, 35(1),49–76.CrossRefGoogle Scholar
Dooley, M. (2017). Telecollaboration. In Chapelle, C. and Sauro, S., eds. The handbook of technology and second language teaching and learning. Hoboken: John Wiley, pp. 169–83.Google Scholar
González-Lloret, M. and Ortega, L. (2014). Towards technology-mediated TBLT.An introduction. In González-Lloret, M. and Ortega, L., eds. Technology-mediated TBLT: Researching technology and tasks. Amsterdam: John Benjamins, pp. 1–21.Google Scholar
O’Dowd, R. (2018). From telecollaboration to virtual exchange: state-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 1–23.Google Scholar
O’Dowd, R. and Ware, P. D. (2009). Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2), 37–41.Google Scholar

References

Akiyama, Y. (2018). Synthesizing the practice of SCMC-based telecollaboration: A scoping review. CALICO Journal, 35(1), 49–76.Google Scholar
Dooley, M. (2017). Telecollaboration. In Chapelle, C. and Sauro, S., eds. The handbook of technology and second language teaching and learning. Hoboken: John Wiley, pp. 169–83.Google Scholar
Doughty, C. J. and Long, M.H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7(3),50–80.Google Scholar
González-Lloret, M. (2003). Task-based language materials: En busca de esmeraldas. Language Learning &Technology, 7(1),86–104.Google Scholar
González-Lloret, M. and Ortega, L. (2014). Towards technology-mediated TBLT. An introduction. In González-Lloret, M. and Ortega, L., eds. Technology-mediated TBLT: Researching technology and tasks. Amsterdam: John Benjamins, pp. 1-21.Google Scholar
Long, M. (2016). In Defense of Tasks and TBLT: Nonissues and Real Issues. Annual Review of Applied Linguistics, 36, 5–33.CrossRefGoogle Scholar
Luo, H. and Yang, C. (2018). Twenty years of telecollaborative practice : implications for teaching Chinese as a foreign language. Computer Assisted Language Learning, 31(5–6), 1–26.Google Scholar
O’Dowd, R. (2018). From telecollaboration to virtual exchange: state-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 1–23.CrossRefGoogle Scholar
O’Dowd, R. and Ware, P. D. (2009). Critical issues in telecollaborative task design. Computer Assisted Language Learning, 22(2),37–41.Google Scholar
Skehan, P. (2003). Focus on form, tasks, and technology. Computer Assisted Language Learning, 16, 391–411.Google Scholar
Ware, P. and O’Dowd, R. (2008). Peer feedback on language form in telecollaboration. Language Learning & Technology, 12(1),43–63.Google Scholar

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