Students’ voices on learning in Teletandem: expectations and self-assessment
Abstract
n the past decades, many studies have investigated the effects of computer-mediated language learning and teaching (Kern, Ware and Warschauer, 2004) and the new contexts afforded by digital technologies, such as telecollaboration (O ́Dowd, 2007; 2018). There is, however, a scarcity of research that examines the roles of setting expectations and performing self-assessment in tandem language exchange, specially reporting on both sides of these bilateral projects. It is proposed that this study contributes to fill this gap by presenting an analysis of the expectations of seventy English and Portuguese dyads for learning through teletandem practice, as well as their self-perceived achievements through self-assessment. The data collected by means of online questionnaires are analyzed both quantitatively and qualitatively. The results showed that English and Portuguese learners’ expectations and self-assessments may be affected by their beliefs on language learning derived from previous learning experiences as well as by the collaborative learning experience. This has implications for the assistance provided to learners in both integrated and non-integrated modalities of teletandem.
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