While the affordances of face-to-face and online environments have been studied somewhat extensively, there is relatively less research on how technology-mediated learning takes place across multiple media in the networked classroom environment where face-to-face and online interactions are intertwined, especially in the context of language learning. This case study contextually investigates the appropriation of a representational tool by students in small groups, in the context of collaborative second language writing activities. In this paper, micro-analysis of cross-media interactions is deployed to unravel how different groups of students evolve alternative approaches to appropriating the technology. The study explores the beneficial affordances of a representational tool that supplement face-to-face communication for second language learning, and draws implications for the design of collaborative L2 learning in networked classrooms. Copyright © 2015 International Society of the Learning Sciences, Inc.
|Journal||International Journal of Computer-Supported Collaborative Learning|
|Early online date||Jan 2015|
|Publication status||Published - Mar 2015|
CitationWen, Y., Looi, C.-K., & Chen, W. (2015). Appropriation of a representational tool in a second-language classroom. International Journal of Computer-Supported Collaborative Learning, 10, 77-108. doi: 10.1007/s11412-015-9208-0
- Representational tool
- Networked classroom learning
- Computer-supported language learning