This case study investigates the appropriation of a representational tool by students in small groups in the context of collaborative second language writing. The functions of inscriptional devices in second language classroom learning are identified: (1) referencing, (2) pinpointing, (3) accumulating, (4) prompting notice, (5) realizing parallels, and (6) promoting synergy. The study explores the beneficial affordances of the representational tool that supplement face-to-face communication for second language learning, and draws some implications for the design of collaborative L2 learning in networked classrooms. Copyright © 2014 Asia-Pacific Society for Computers in Education.
|Title of host publication||Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014|
|Editors||Chen-Chung LIU, Hiroaki OGATA, Siu Cheung KONG, Akihiro KASHIHARA|
|Place of Publication||Japan|
|Publisher||ICCE 2014 Organizing Committee|
|Publication status||Published - 2014|
CitationWen, Y., Chen, W., & Looi, C.-K. (2014). The appropriation of a representational tool in the second language classroom. In C.-C. Liu, H. Ogata, S. C. Kong, & A. Kashihara (Eds.), Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014 (pp. 180-189). Japan: ICCE 2014 Organizing Committee.
- Representational tool
- Networked classroom learning
- Computer-supported language learning