Investigating linguistic, literary, and social affordances of L2 collaborative reading

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bitstream:

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collection:

Volume 21 Number 2, June 2017

contributor.author:

Thoms, Joshua J. Poole, Frederick

date.accessioned:

2018-01-29T20:48:38Z

date.available:

2018-01-29T20:48:38Z

date.issued:

2017-06-01

description.abstract:

This exploratory study analyzes learner–learner interactions within a virtual environment when collaboratively reading Spanish poetry in a Hispanic literature course at the college level via an ecological theoretical perspective (van Lier, 2004). The goals of the study are (a) to present empirical data that illustrate the theoretical construct of affordance in a virtual, collaborative reading environment, and (b) to investigate the pedagogical ramifications of using a digital annotation tool to involve learners in collaborative reading. Three distinct types of affordances emerged in the data: linguistic, literary, and social affordances. Our findings indicate that the number of literary and social affordances outnumbered the linguistic affordances that emerged in students’ threaded discussions while collaboratively reading and annotating poems. In addition, the primary challenges for learners when engaging in collaborative reading included others’ comments impeding some students’ understanding of the text, and having to make one’s comments distinct from others’ comments to avoid being socially viewed as an inactive reader or student. From a pedagogical perspective, the primary benefits of incorporating collaborative reading in a second language poetry course involve the ability to establish a more open learning community and allowing students to carry out a closer reading of literary texts.

description.provenance:

Made available in DSpace on 2018-01-29T20:48:38Z (GMT). No. of bitstreams: 1 21_02_thomspoole.pdf: 863185 bytes, checksum: ca95a61ecd9ea65921023b4c1c47e3e3 (MD5) Previous issue date: 2017-06-01

endingpage:

156

identifier.citation:

Thoms, J. J., & Poole, F. (2017). Investigating linguistic, literary, and social affordances of L2 collaborative reading. Language Learning & Technology, 21(1), 139–156. https://dx.doi.org/10125/44615

identifier.issn:

1094-3501 1094-3501

identifier.uri:

http://hdl.handle.net/10125/44615

number:

2

publicationname:

Language Learning & Technology

publisher:

University of Hawaii National Foreign Language Resource Center Michigan State University Center for Language Education and Research

site_url:

/item/10125-44615/

startingpage:

139

subject:

Digital Literacies Multiliteracies Reading

title:

Investigating linguistic, literary, and social affordances of L2 collaborative reading

type:

Article

type.dcmi:

Text

volume:

21