- Telecollaboration as an approach to developing intercultural communication competence
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...Vinagre, M. (2017). Developing teachers’ telecollaborative competences in online experiential
learning. System, 64, 34–45.
Vinagre, M., & Muñoz, B. (2011). Computer-mediated corrective feedback and ...
by Robert Godwin-Jones
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Language learners' perceptions of having two interactional contexts in eTandem
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...Vinagre, 2005). A unique feature of group discussion is that it allows L2
learners to exchange ideas with multiple people while avoiding situations where a limited number of
partners are the only re...
by Se Jeong Yang
in Volume 22 Number 1, February 2018
- Multinational telecollaboration in language teacher education: Teacher educators’ perspectives
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...Vinagre’s (2017) and Grau and Turula’s (2019) projects provided
experiential training for the participants which led to further advancement of the conceptual and procedural
competencies required in ...
by Aleksandra Wach, Shannon Tanghe, De Zhang
in Volume 28 Number 1, 2024
- Teacher role in synchronous oral interaction: Young learner telecollaboration
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...Vinagre, 2022; Pennock-Speck & Clavel-Arroitia, 2023). This may be due to a
perception of constraints such as young learners’ shorter attention spans, less developed communicative
competence, and gr...
by Ciara R. Wigham, Shona Whyte
in Volume 28 Number 1, 2024
- Experiential learning of telecollaborative competences in pre-service teacher education
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...Vinagre, 2016), or the high degree of task orientation (Fuchs, 2016). They also report on what teacher
trainees find the most challenging (O’Dowd, 2015) or beneficial in their future language teachin...
by Maike Korinna Grau, Anna Turula
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Child-to-child interaction and corrective feedback during eTandem ESL–FSL chat exchanges
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...Vinagre & Muñoz, 2011) and videoconferencing (e.g., Cappellini, 2013; El-Hariri, 2016;
Flick, 2013; Guillén, 2014). To our knowledge, however, only two have involved chat, both with adults:
one stud...
by Christine Giguère, Susan Parks
in Volume 22 Number 3, October 2018
- The practices and challenges of telecollaboration in higher education in Europe
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...Vinagre & Munoz, 2011). Research on this type of exchange, generally grounded in Interactionist
theories of SLA, has found that this approach offers opportunities for negotiation of meaning and form,...
by Francesca Helm
in Volume 19 Number 2, June 2015
- Language learning through social networks: Perceptions and reality
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...Vinagre & Muñoz,
2011; Young, 2003). It is also possible that students make more errors over time because they are writing
longer sentences containing more challenging vocabulary, comparable to the ...
by Chin-Hsi Lin, Mark Warschauer, Robert Blake
in Volume 20 Number 1, February 2016
- Telecollaboration for content and language learning: A Genre-based approach
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...Vinagre & Muñoz, 2011) could
mitigate potential face threats. Type and quality of feedback may also be a consideration: Chen and Eslami
(2011) found that direct and explicit feedback during synchron...
by D. Joseph Cunningham
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Critical incidents and cultures-of-use in a Hong Kong–Germany telecollaboration
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...Vinagre (Eds.), Understanding Attitude in Intercultural Virtual
Communication. San Marcos, TX: CALICO Monograph Series. Equinox Publishing Ltd.
Glaser, B., & Strauss, A. (1967). Discovery of grounde...
by Carolin Fuchs
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
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