NEW TOOLS FOR ETANDEM IN LANGUAGE LEARNING: A THEORETICAL STUDY
Abstract
The study aims to provide theoretical knowledge about current websites and internet applications that can be used for eTandem language learning, which emerged with widespread internet use in the 90s and has continued to renew itself over time. This paper provides an introduction of the eTandem language learning, discussing the structure of eTandem, potential benefits, and findings from studies on eTandem's role in collaborative learning activities. Further on the websites, social media platforms, and applications that can be used as new tools for eTandem as well as the research focus are introduced too. In conclusion it is stated that some of these applications are directly created for eTandem language learning. In contrast, others have been adopted over time for language learning through the opportunities they provide. Also, it is highlighted that there is a need for more research studies in order to identify difficulties that partners may encounter in adapting eTandem language learning to changing conditions, along with the given recommendations. It is believed that this theoretical study will contribute to the field of language learning and teaching by reaching a broad audience with current tools that can be used for eTandem language learning, which adapts to time and conditions and focuses on the comfort of partners.
Keywords: language learning; eTandem; websites; applications.
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References
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Sarı, Y. E. (2018). Yabancı dil öğrenimi için teknolojiler: E-Tandem ile yabancı dil öğrenimi. Diyalog Interkulturelle Zeitschrift Für Germanistik, 6(2), 137-148.
Schoja, V. (2016). Snapchat: Case study with teaching notes. Anchor Academic Publishing.
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Tang, J., Qian, K., Wang, N., & Hu, X. (2021). Exploring language learning and corrective feedback in an eTandem project. Journal of China Computer-Assisted Language Learning, 1(1), 1-35. https://doi.org/10.1515/jccall-2021-2005
Tolosa, C., Ordóñez, C. L., & Guevara, D. C. (2017). Language learning shifts and attitudes towards language learning in an online tandem program for beginner writers. Profile Issues in Teachers Professional Development, 19(1), 105-118. http://dx.doi.org/10.15446/profile.v19n1.53955
Vassallo, M. L., & Telles, J. A. (2006). Foreign language learning in-tandem: Theoretical principles and research perspectives. The ESPecialist, 27(1), 83-118.
Ware, P., & Kessler, G. (2013). Call and digital feedback. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary computer-assisted language learning (pp. 323-340). Bloomsbury.
Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, 81(4), 470-481. https://doi.org/10.1111/j.1540-4781.1997.tb05514.x
Yang, S. J. (2018). Language learners' perceptions of having two interactional contexts in eTandem. Language Learning & Technology, 22(1), 42-51. https://dx.doi.org/10125/44577
Young, D. J. (1991). Creating a low‐anxiety classroom environment: What does language anxiety research suggest?. The Modern Language Journal, 75(4), 426-439. https://doi.org/10.1111/j.1540-4781.1991.tb05378.x
Andujar, A. (2020). Analysing WhatsApp and Instagram as blended learning tools. In Recent Tools for Computer-and Mobile-Assisted Foreign Language Learning (pp. 307-321). IGI Global.
Andujar, A. (2019). Shaping to future of telecollaboration: Web RTC. In J. Yoon & P. Semingson (Eds.), Educational technology and resources for synchronous learning in higher education (pp. 151-172). IGI Global. https://doi.org/10.4018/978-1-5225-7567-2.ch008
Appel, C., & Mullen, T. (2000). Pedagogical considerations for a web-based tandem language learning environment. Computers & Education, 34(3-4), 291-308. https://doi.org/10.1016/S0360-1315(99)00051-2
Brammerts, H. (1996). Language learning in tandem using the internet. In M. Warschauer (Ed.), Telecollaboration in foreign language learning (pp. 121-130).University of Hawai’i Press
Calvert, M. (1999). Tandem: A vehicle for language and intercultural learning. Language Learning Journal, 19(1), 56–60. https://doi.org/10.1080/09571739985200111
Cappellini, M., Elstermann, A. K., & Mompean, A. R. (2019). Reciprocity 2.0: How reciprocity is mediated through different formats of learners’ logs. In C. Tardieu & C. Horgues (Ed.), Redefining tandem language and culture learning in higher education (pp. 15-30). Routledge.
Castromayor, A. M. M., & San Jose, A. E. (2019). Correcting in facilitating writing skills of students. International Journal of Education Research for Higher Learning, 25(1), 153-165.
Cziko, G.A (2004). Electronic tandem language learning (eTandem): A third approach to second language learning for the 21st ceuntry. CALICO Journal, 22(1), 25-39. https://doi.org/10.1558/cj.v22i1.25-39
Elia, A. (2006). Language learning in tandem via Skype. The Reading Matrix, 6(3). 269-280.
Guanoluisa, F. S. C., & Viera, V. R. T. (2021). Implementing a pilot e-tandem project at Technical University of Cotopaxi. MEXTESOL Journal, 45(2), 1-10.
Ferreira-Meyers, K., & Martins, J. (2020). The use of Whatsapp in today’s mobile language teaching and learning. In ITM Web of Conferences (Vol. 33, p. 03007). EDP Sciences. https://doi.org/10.1051/itmconf /20203303007
Freyn, A. L. (2017). Experimenting with Snapchat in a University EFL Classroom. Journal of Education and Practice, 8(10), 35-37.
Harmandaoglu, E. (2012, April). The use of Twitter in language learning and teaching. In Proceedings of the 5th Edition of the ICT for Language Learning Conference. Libreria Universitaria Publishing House.
Hauck, M., & Youngs, B. (2008). Telecollaboration in multimodal environments: The impact on task design and learner interaction. Computer Assisted Language Learning, 21(2), 87–124. https://doi.org/10.1080/09588220801943510
Hockly, N. (2012). Mobile learning. ELT Journal, 67(1), 80-84. https://doi.org/10.1093/elt/ccs064
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
Kötter, M. (2003). Negotiation of meaning and codeswitching in online tandems. Language Learning & Technology, 7(2), 145-172. http://dx.doi.org/10125/25203
Larson, B. (2019). Learner beliefs in tandem learning: A case study of participants in a German-Japanese intensive tandem program. Osaka University Knowledge Archive, 41-53. Retrieved from https://hdl.handle.net/11094/72088
Lewis, T., & Kan, Q. (2021). Designing and supporting virtual exchange: The case of Chinese-English e-tandem. Modern Languages Open, 1, 1-17. http://doi.org/10.3828/mlo.v0i0.372
Mary Frances, L., Huguet-Jérez, M., & Bakieva, M. (2018). Prior experience and student satisfaction with e-tandem language learning of Spanish and English. International Journal of Interactive Mobile Technologies, 12(4), 4–20. https://doi.org/10.3991/ijim.v12i4.9196
Mahfouz, S. M. (2010). A study of Jordanian university students' perceptions of using email exchanges with native English keypals for improving their writing competency. CALICO Journal, 27(2), 393-408. https://doi.org/10.11139/cj.27.2.393-408
Nushi, M., & Makiabadi, H. (2018). HelloTalk: A language exchange app on your smartphone. Roshd Journal of Foreign Language Teaching, 33(2), 16-23. Retrieved from https://www.researchgate.net/publication/330849216
Pomino, J., & Gil-Salom, D. (2016). Integrating e-tandem in higher education. Procedia–Social and Behavioral Sciences, 228, 668-673. https://doi.org/10.1016/j.sbspro.2016.07.102
Pörn, M., & Hansell, K. (2020). The teacher’s role in supporting two-way language learning in classroom tandem. International Journal of Bilingual Education and Bilingualism, 23(5), 534–549. https://doi.org/10.1080/13670050.2017.1379946
Rahimi, M., & Fathi, J. (2022). Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: The case of EFL learners. Computer Assisted Language Learning, 1-37. https://doi.org/10.1080/09588221.2022.2064512
Rosell-Aguilar, F. (2018). Twitter as a formal and informal language learning tool: from potential to evidence. In F. Rosell-Aguilar, T. Beaven, & M. Fuertes Gutierrez (Ed.), Innovative language teaching and learning at university: Integrating informal learning into formal language education (pp. 99-106). Research-publishing.net.
Sarı, Y. E. (2018). Yabancı dil öğrenimi için teknolojiler: E-Tandem ile yabancı dil öğrenimi. Diyalog Interkulturelle Zeitschrift Für Germanistik, 6(2), 137-148.
Schoja, V. (2016). Snapchat: Case study with teaching notes. Anchor Academic Publishing.
Serrato, D. I., & Rodriguez, B. C. P. (2020). Academic e-tandems as a strategy for English language learning in a Mexican University. Open Praxis, 12(3), 417-424. https://dx.doi.org/10.5944/openpraxis.12.3.1099
Tang, J., Qian, K., Wang, N., & Hu, X. (2021). Exploring language learning and corrective feedback in an eTandem project. Journal of China Computer-Assisted Language Learning, 1(1), 1-35. https://doi.org/10.1515/jccall-2021-2005
Tolosa, C., Ordóñez, C. L., & Guevara, D. C. (2017). Language learning shifts and attitudes towards language learning in an online tandem program for beginner writers. Profile Issues in Teachers Professional Development, 19(1), 105-118. http://dx.doi.org/10.15446/profile.v19n1.53955
Vassallo, M. L., & Telles, J. A. (2006). Foreign language learning in-tandem: Theoretical principles and research perspectives. The ESPecialist, 27(1), 83-118.
Ware, P., & Kessler, G. (2013). Call and digital feedback. In M. Thomas, H. Reinders, & M. Warschauer (Eds.), Contemporary computer-assisted language learning (pp. 323-340). Bloomsbury.
Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern Language Journal, 81(4), 470-481. https://doi.org/10.1111/j.1540-4781.1997.tb05514.x
Yang, S. J. (2018). Language learners' perceptions of having two interactional contexts in eTandem. Language Learning & Technology, 22(1), 42-51. https://dx.doi.org/10125/44577
Young, D. J. (1991). Creating a low‐anxiety classroom environment: What does language anxiety research suggest?. The Modern Language Journal, 75(4), 426-439. https://doi.org/10.1111/j.1540-4781.1991.tb05378.x
Published
2023-06-13
How to Cite
Cintemir, N., & Moralı, G. (2023). NEW TOOLS FOR ETANDEM IN LANGUAGE LEARNING: A THEORETICAL STUDY. PALIMPSEST / ПАЛИМПСЕСТ, 8(15), 237-247. https://doi.org/10.46763/PALIM23815237c
Section
МЕТОДИКА НА НАСТАВАТА / TEACHING METHODOLOGY
