Telecollaboration by Vanessa Gert https://padlet.com/nessigert/l94hofe8xthnrho4 Group work: Waldman, Harel, Schwab (2019) - ETP en-us 2021-01-26 11:34:16 UTC 2025-03-16 01:26:15 UTC hello@padlet.com https://padlet.net/icons/png/1f30e.png 3 The process of ETP https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126211672 - process: 
—> Basis for first comparisons
1. synchronous video conference to discuss a variety of topics (student live, education systems,...)
2. personal introductions on a shared digital platform
—> team formation process (2-3 members from each country)
1. synchronous video conference to discuss similarities & differences in cultural practices
2. discover common foundation across cultures 
3. develop team name, working philosophy & rules of conduct
—> work on final product 
—> products are peer reviewed and feedback is provided
—> upload to shared platform 
—> final video conference to vote on the best product 
—> critical framing by writing reflective essays]]> 2021-01-26 11:39:41 UTC https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126211672 4 Research aim and research questions eberhama1 https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126213083
  • main purpose: discover whether telecollaboration prepares pre-service teachers to faciliate EIL teaching and learning in pluricultural and plurilingual conext
    • Does ETP develop intercultural competence among pre-service teachers?
    • Does ETP develop digital and multi-modal literacy pedagogical skills among pre-service teachers?
    • ]]>     2021-01-26 11:40:12 UTC https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126213083     1 Israeli and German context leocap https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126213410 2021-01-26 11:40:20 UTC https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126213410 6 Description of data collection instruments nessigert https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126217727 -mixed method study ( quantitative and qualitative data) 
    - Three data sets:  
    > pre and post self-report questionnaire, >guided reflection essays 
    >collaborative products ]]>     2021-01-26 11:41:50 UTC https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126217727     2 The model of telecollaboration https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126219736 - telecollaboration = a social and cultural apporach to FL learning in an online environment with intercultural contact
    - students in overseas partner classes engaging in online communication and collaboration
    3 aspects:
    1. competences of interculturally competent language teachers
    2. "new online literacies" 
    3. experiential learning methodology : 
    -> situated practice
    -> overt instruction 
    -> transformed practice
    -> critical framing 

    ]]>     2021-01-26 11:42:34 UTC https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126219736     11 Conclusion https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126223451 - Experimental learning --> partially acquisition of knowledge and skills for teaching English as International Language (reason: short time frame)
    - No differences between Israeli and German students
    - Positive attitude and personal sensitivity towards cultural and linguistic differences 
    - Teaching subject-matter knowledge, language proficiency and didactic skills
    - Social and cultural values
    ]]>     2021-01-26 11:43:46 UTC https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126223451     10Discussion isabellegabor https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126224786 - be conservative in drawing conclusions 
    - participants of both countries were confident in their intercultural skills
    --> possibly over confident
    - personal and social transformation through intercultural dialogue
    - develop critical cultural awareness]]>     2021-01-26 11:44:13 UTC https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126224786     5 Research context and population eberhama1 https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126232281
  • over 3 academic years in both insitutions 
  • 100 pre-service EIL teachers 
  • Isreaelis 
    • 3rd year undergraduate        students 
    • mostly female; mid-to-late 20s
    • mostly native speakers of Hebrew, 2 Arabic, 3 Russian and 3 English speakers
    • B2 -C2 level
  • Germans
    • 3rd and 4th year undergraduate students 
    • mostly female, 20s
    • 7 with migrant background, all fluent in German, including 2 whose L1 was English
    • B2 - C1 level
    • ]]>     2021-01-26 11:46:58 UTC https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126232281     7 Data analysis nessigert https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126238440 -pre and post self-report questionnaires:  Numerical codes 
    -essay;  thematic analysis methodology 
    -final products:  deductive thematic analysis ]]>     2021-01-26 11:49:11 UTC https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126238440     8 Findings https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126244849 - paired t-test analysis -> checking differences btw. Pre- and post self-reports
    - results:
    1. statements on intercultural competence -> high level of intercultural competence in both pre and post (-> no significant difference) 
    2. statments on digital and multi-modal literacy skills 
    -> siginificant difference btw. mean scores
    -> significantly higher mean following experiential learning through ETP ]]>     2021-01-26 11:51:38 UTC https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126244849     9 Qualitative results: written reflections https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126259208 themes:
    1. intercultural awareness and competence
    2. acquisition of digital pedagogical knowledge 
    3. facilitate EIL teaching trough online collaboration]]>     2021-01-26 11:56:58 UTC https://padlet.com/nessigert/l94hofe8xthnrho4/wish/1126259208