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Ana Barba and Carlos Lozan
Leading ideaHow can online voice tandem exchanges usingSkype can be best exploited in a classcurriculum, and how can Web 2...
Key conceptsHow can online voice tandem exchanges usingSkype can be best exploited in a classcurriculum, and how can Web 2...
Key conceptsHow can online voice tandem exchanges usingSkype can be best exploited in a classcurriculum, and how can Web 2...
Key conceptsHow can online voice tandem exchanges usingSkype can be best exploited in a classcurriculum, and how can Web 2...
Key conceptsTandem Language LearningThe Principle of Learner AutonomyTo hand over to the student control overher own lear...
Key conceptsSkypeSkype fosters communication betweendistantly separated users. BUT its mereexistence is not enough to bene...
Benefits and Challenges       Benefits               Challenges   Access to native    Scheduling    speakers            ...
Desirable Qualities in TandemTasks   Emphasis on communication   Goal-oriented aspect for both L1 and L2    speakers at ...
Desirable Qualities in TandemTasks   Emphasis on communication   Goal-oriented aspect for both L1 and L2    speakers at ...
Desirable Qualities in TandemTasks   Emphasis on communication   Goal-oriented aspect for both L1 and L2    speakers at ...
Desirable Qualities in TandemTasks   Emphasis on communication   Goal-oriented aspect for both L1 and L2    speakers at ...
The case   Title of the study: 2007 Tsuda College/SDSU SKYPE    Tandem Exchange.   Context where the study was conducted...
The case   Participants: College and university students.   Objectives: To explore ways online voice    tandem exchanges...
The case   Main theories: Tandem Language Learning- Task-Based    Learning-   Methodology (activities): Students are sig...
The caseConclusions: The use of technologies is not enough if there is  no pedagogical intervention. Tandem principles m...
Why is it a significativeexperience? According to the MEN a significative  experience is a a:  “Práctica concreta y siste...
Reference   Mulen, T., Appel, C., Shanklin, T. (2009).    Skype-based tandem language learning and    web 2.0. In M. Thom...
Estudio de caso- uso de skype en el aprendizaje de lengua extranjeras
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Estudio de caso- uso de skype en el aprendizaje de lengua extranjeras

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Estudio de caso- uso de skype en el aprendizaje de lengua extranjeras

  1. 1. Ana Barba and Carlos Lozan
  2. 2. Leading ideaHow can online voice tandem exchanges usingSkype can be best exploited in a classcurriculum, and how can Web 2.0 technologiesenable a community of learners to support theexchanges?
  3. 3. Key conceptsHow can online voice tandem exchanges usingSkype can be best exploited in a classcurriculum, and how can Web 2.0 technologiesenable a community of learners to support theexchanges?
  4. 4. Key conceptsHow can online voice tandem exchanges usingSkype can be best exploited in a classcurriculum, and how can Web 2.0 technologiesenable a community of learners to support theexchanges?
  5. 5. Key conceptsHow can online voice tandem exchanges usingSkype can be best exploited in a classcurriculum, and how can Web 2.0 technologiesenable a community of learners to support theexchanges?
  6. 6. Key conceptsTandem Language LearningThe Principle of Learner AutonomyTo hand over to the student control overher own learning while not leaving thisstudent entirely on her own. The Principle of ReciprocityBoth members in a tandem exchange need toinvest equal effort and time, and thus benefit in asimilar way.
  7. 7. Key conceptsSkypeSkype fosters communication betweendistantly separated users. BUT its mereexistence is not enough to benefit languagelearners in an organized, structured way.
  8. 8. Benefits and Challenges Benefits Challenges Access to native Scheduling speakers Comfort Motivation How to address those benefits and challenges? Tasks
  9. 9. Desirable Qualities in TandemTasks Emphasis on communication Goal-oriented aspect for both L1 and L2 speakers at all times Maximal exploitation of native-speaker interaction
  10. 10. Desirable Qualities in TandemTasks Emphasis on communication Goal-oriented aspect for both L1 and L2 speakers at all times Maximal exploitation of native-speaker interaction
  11. 11. Desirable Qualities in TandemTasks Emphasis on communication Goal-oriented aspect for both L1 and L2 speakers at all times Maximal exploitation of native-speaker interaction
  12. 12. Desirable Qualities in TandemTasks Emphasis on communication Goal-oriented aspect for both L1 and L2 speakers at all times Maximal exploitation of native-speaker interaction
  13. 13. The case Title of the study: 2007 Tsuda College/SDSU SKYPE Tandem Exchange. Context where the study was conducted: Tsuda College , Tokyo; San Diego State university. Researchers: Tony Mullen (Tsuda College), Christine Appel (Universitat de Catalunya), Trevor Sanklin (San Diego University). Keywords: Autonomy – Peer to peer-Reciprocity- Skype- Tandem Language Exchange. Summary: In this case study two groups of native speakers of each other’s target language, Japanese and English, are engaged in virtual conversations. These conversations are based on specific tasks, which are carried out through Skype. Students are free to select pairs and set appointments for the conversation.
  14. 14. The case Participants: College and university students. Objectives: To explore ways online voice tandem exchanges using Skype can be best exploited in a class curriculum. To investigate ways that web 2.0 technologies can enable a community of learners to support the exchanges.
  15. 15. The case Main theories: Tandem Language Learning- Task-Based Learning- Methodology (activities): Students are signed up in a Skype Moodle class, where both teachers and students can schedule classes, share resources, and post assignments. Students write to different people and wait for their answer to arrange a tandem conversation. Afterwards, cooperative partners have to carry out four tasks weekly. Tasks are basically picture description: guessing differences, and finding out whether they are correct or not. At the end of each week students are asked about the most and least difficult task and why. Sources: Skype, API to develop plug-ins for skype, and moodle platform. Associations: Tsuda College and San Diego State university. Sponsors: funds from Tsuda English Coordination Center (TECC) of Tsuda College.
  16. 16. The caseConclusions: The use of technologies is not enough if there is no pedagogical intervention. Tandem principles make the most out of Ss exchanges Web 2.0 makes easier learner-native exchanges Moodle adds a sustainable aspect to the exchanges. Tasks allowed a meaningful integration of Skype tandem exchange and a language courseFuture research:
  17. 17. Why is it a significativeexperience? According to the MEN a significative experience is a a: “Práctica concreta y sistemática de enseñanza y aprendizaje, de gestión o de relaciones con la comunidad que ha mejorado procesos y demuestra resultados”.This case study is significative because it has astrong coherent pedagogical framework and thedata and results are being used to develop anapplication for future use.
  18. 18. Reference Mulen, T., Appel, C., Shanklin, T. (2009). Skype-based tandem language learning and web 2.0. In M. Thomas (Ed). Handbook of research on web 2.0 and second language learning (pp. 101-118). Hershey, NY: Information Science Reference.

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