Dooly, M. (2011). Divergent perceptions of telecollaborative language learning tasks: Task-as-workplan vs. task-as-process. Language Learning&Technology, 15, 69-91.
摘要：The use of computer-supported collaborative learning is more and more commonplace in language learning classrooms; this has given rise to the need for more research on roles and processes of telecollaboration in language teaching and learning and how online interactions are integrated with face-to-face classroom activities. Using a data-driven, qualitative approach to provide snapshots of a telecollaborative language learning project, this article examines participants' modes of language use beginning with the task-as-workplan (Breen, 1987, 1989) and then examining episodes (both F2F and online) and outcomes of the task-in-process. By pinpointing specific moments of emerging language knowledge in the telecollaborative process, the article aims to delineate salient factors involved in this type of language learning context. Adapted from the source document
关键词：applied linguistics, non-native language learning languages other than English, Cooperative Learning, Computer Assisted Language Learning, Computer Mediated Communication, Educational Activities, Second Language Learning, Learning Environment
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