Debates in English Language Education: A Multimodal, Collaborative Ecosystem

Autor/in	García-Sánchez, Soraya
Titel	Debates in English Language Education: A Multimodal, Collaborative Ecosystem
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 10 (2020) 4, S.33-50, Artikel 3 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (García-Sánchez, Soraya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.2020100103
Schlagwörter	English (Second Language); Second Language Learning; Debate; 21st Century Skills; College Students; Computer Assisted Instruction; Self Esteem; Metacognition; Cooperative Learning; College Second Language Programs; Communicative Competence (Languages); Handheld Devices + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Debating; Streitgespräch; Collegestudent; Computer based training; Computerunterstützter Unterricht; Self-esteem; Selbstaufmerksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kooperatives Lernen; Communicative competence; Languages; Kommunikative Kompetenz; Sprache
Abstract	Discussing and reasoning remain essential activities in a 21st educational and professional ecosystem, which are often supported by multimodal communication. This paper links learning English as a Foreign Language (EFL) to a professional and communicative approach through the debate task, which is supported by a ubiquitous CALL/MALL environment. This study will show the proposed structure of the debate in order to establish interdependent and collaborative work that can be successfully planned by means of combining 21st cognitive and communicative skills that will enhance students' EFL performance in Higher Education. Students' decisions to explore target content, role positions, and the production of well-linked communicative messages in EFL will be shown at upper intermediate level B1+/B2. The empirical data suggests that interactive patterns and argumentative rebuttals in English encourage a multimodal educational and professional ecosystem for 21st century learners, who use face-to-face and technological devices to interact with each other and to access ubiquitous information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01