Abstract
This paper results from a classroom study with Radio/TV Studies undergraduates over a period of 16 weeks (60 hours) to investigate: (1) group cooperation/collaboration in the writing of two texts requiring online interaction; (2) students' comments about the language/strategies they practiced and learned; and the impact on their awareness of language and learning. Assessment of collaboration was based on the work of five groups. Comments about language learning/motivation/challenges were also expressed in a final presentation/portfolio. Interpretive analysis shows that labor sharing is preferred, that learning is perceived to be more systematic because of the records of feedback/correction, and that students prefer to work mostly in class, which can be frustrating for advocates of autonomy in advanced language learning.
Highlights
Abstract his paper is the result of classroom research with Radio/TV Studies undergraduates over a period of 16 weeks (60 hours) to investigate: (1) group cooperation/collaboration in the writing of two texts requiring online interaction; (2) students’ comments about the language/strategies they practiced and learned, and the impact on their awareness of language and learning
I describe a case study of classroom research in which I was the teacher-researcher. It has been part of a broader investigation conducted between 2014 and 2016, which focused on the reinement of guidelines forassessing student production in Content Based Instruction (CBI), English as a Foreign Language (EFL) classes. he broader investigation, in turn, looked at how such guidelines became more useful from the point of view of students as a result of more detailed prompts being provided for evaluating their writing and speaking
He reading and the following discussion occurred in two weeks, and other texts have been addressed in class: sample interviews students found on the internet of Brazilian actors talking about the challenges of working abroad, and how they were normally cast for the “same role”; sample radio programs that are produced in indigenous languages; diferent possibilities aforded by the media (TV, internet, radio) concerning the dissemination of local cultures and dialects
Summary
Marcelo Concário, Attempts at raising awareness of language and learning. Introduction here is very little published material in and about Brazil regarding Content and Language Integrated Learning (CLIL), Content Based Instruction (CBI) in foreign language education, or Language Awareness (LA). his does not necessarily mean that the number of practitioners is small who, deliberately or unconsciously, do their jobs in ways addressed in and endorsed by the rich literature on CLIL, CBI and LA (Concário, 2003; 2011; 2014; Brinton, Snow & Wesche, 2003). According to the notion of advancedness outlined above (Byrnes, Weger-Guntharp & Sprang, 2006; Norris, 2006; Schohamy, 2006; Swain, 2006), the participants in this case study can be considered advanced users of language for three reasons, at least They are all very competent users of Brazilian Portuguese (the first language) who are required to communicate in specialized, higher education contexts, and they already have a rich linguistic repertoire. He case study his classroom, case study was conducted in the second academic semester of 2015, over a period of 16 weeks, during a 60-hour course of English as a Foreign Language (EFL) which is a required component for graduation in Radio/ TV Studies in a public university in São Paulo state, Brazil He analysis was based on a corpus of texts written online using Google DocsTM, and comments/corrections originating from (tele)collaboration. (2) In the opinion of the participants, what are the perceived impacts of (self-) assessment and (tele)collaboration on their awareness of language and learning?
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