Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18189
Title: 
Appropriation of a representational tool in a second-language classroom
Authors: 
Keywords: 
Representational tool
Networked classroom learning
CSCL
Computer-supported language learning
Issue Date: 
2015
Citation: 
Wen, 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(1): 77-108. http://dx.doi.org/10.1007/s11412-015-9208-0
Abstract: 
While the affordances of face-to-face and online environments have been studied rather 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 (L2) 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 L2 learning, and draws implications for the design of collaborative L2 learning in networked classrooms.
Description: 
This is the final draft, after peer-review, of a manuscript published in International Journal of Computer-Supported Collaborative Learning. The published version is available online at http://dx.doi.org/10.1007/s11412-015-9208-0
URI: 
ISSN: 
1556-1607 (print)
1556-1615 (online)
Other Identifiers: 
10.1007/s11412-015-9208-0
Appears in Collections:Journal Articles

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