ONLINE FOREIGN LANGUAGE LEARNING BASED ON TELECOLLABORATIVE TASKS AND PROJECTS

Authors

DOI:

https://doi.org/10.20535/2410-8286.302659

Keywords:

Foreign Languages, Online Learning; Telecollaboration, Project work, Communicative Tasks

Abstract

The development of new forms of technology has resulted in new methodologies and approaches in pedagogical practices, particularly within the field of foreign language education. This is especially useful in foreign language teaching because it allows students geographically distant to interact remotely. Moreover, the integration of task-based and project-oriented approaches implies a substantial increase in the quality and volume of communicative exchanges in virtual learning environments. This study aims to undertake a comparative analysis of two distinct online groups engaged in the same English B2 level course, although with different pedagogical strategies. While one group engages in collaborative, communicative tasks and a collective project, the other focuses on the individual completion of exercises and drills. Pre- and post-tests were administered to participants of both groups to gauge their linguistic progression. The findings reveal that the group involved in interactive tasks and collaborative projects demonstrated superior advancements in language proficiency. Furthermore, these participants reported an enhanced sense of confidence in their communicative competencies within professional contexts. The study concludes that integrating project-based learning and telecollaborative practices holds considerable potential to enhance the efficacy of foreign language instruction.

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Author Biographies

Ricardo Casañ-Pitarch, Universitat Politècnica de València

Ricardo Casañ Pitarch is a PhD assistant professor and researcher at Universitat Politècnica de València. His main research interest is in applied linguistics, more concretely in discourse analysis and foreign language teaching and ICT. His latest publications and communications focus on genre analyses of specific discourse forms and the use of videogames in foreign language teaching.

Miguel Ángel Candel-Mora, Universitat Politècnica de València

Miguel Ángel Candel-Mora is Full Professor at the Department of Applied Linguistics of Universitat Politècnica de València, Spain. His academic interests focus on intercultural communication, specialized languages, language technologies for translation, and translation-oriented terminology management.

Olha Demydenko, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”

PhD (Pedagogics), Associate Professor, Department of Theory, Practice and Translation of the English Language

Zoia Kornieva, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”

Dean of the Faculty of Linguistics, Doctor of Pedagogy, Full Professor at Department of the English Language Theory, Practice and Translation

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Published

2024-08-14

How to Cite

Casañ-Pitarch, R., Candel-Mora, M. Ángel ., Demydenko, O., & Kornieva, Z. (2024). ONLINE FOREIGN LANGUAGE LEARNING BASED ON TELECOLLABORATIVE TASKS AND PROJECTS. Advanced Education, 12(24), 28–40. https://doi.org/10.20535/2410-8286.302659

Issue

2024: Issue 24

Section

ARTICLES

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Copyright (c) 2024 Ricardo Casañ-Pitarch, Miguel Ángel Candel-Mora, Olha Demydenko, Zoia Kornieva. Article cover has been designed using assets from https://www.pexels.com

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