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Re-envisioning L2 hybrid and online courses as digital open learning and teaching environments: Responding to a changing world
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Thoms, Joshua J.. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020
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| 2 |
Exploring Digital Literacy Practices via L2 Social Reading
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In: Thoms, Joshua J.; & Poole, Frederick J.(2018). Exploring Digital Literacy Practices via L2 Social Reading. L2 Journal, 10(2). doi:10.5070/L210235506. Retrieved from: http://www.escholarship.org/uc/item/0fk329vn (2018)
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| 3 |
Investigating linguistic, literary, and social affordances of L2 collaborative reading
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Thoms, Joshua J.; Poole, Frederick. - : University of Hawaii National Foreign Language Resource Center, 2017. : Michigan State University Center for Language Education and Research, 2017
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| 4 |
Investigating Linguistic, Literary, and Social Affordances of L2 Collaborative Reading
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2017)
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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.
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Keyword:
and Multicultural Education; Bilingual; digital literacies; European Languages and Societies; Language and Literacy Education; Multilingual; multiliteracies; reading
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URL: https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1369&context=lpsc_facpub
https://digitalcommons.usu.edu/lpsc_facpub/369
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| 5 |
L2 Learning and Teaching in Hybrid and Online Contexts: Research & Practice
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2016)
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| 6 |
Moving beyond the language–literature divide in foreign language programs: The use of digital annotation tools
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2015)
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| 9 |
Open educational resources (OER) and foreign language (FL) education: Investigating the effects of OER on FL learning and teaching
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2014)
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| 10 |
Hybrid language teaching and learning: Exploring theoretical, pedagogical and curricular issues
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2014)
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| 11 |
Exploring the perceived benefits and challenges of using open educational resources in foreign language programs
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2014)
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| 13 |
Sociolinguistics and SLA come together: The future tense in Spanish L2 textbooks
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2013)
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| 14 |
Analyzing linguistic outcomes of L2 learners: Hybrid vs. traditional course contexts
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2013)
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| 15 |
Review of "Language Teaching in Blended Contexts"
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2013)
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| 16 |
The role of classroom discourse in L2 learning and teaching
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2013)
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| 17 |
Open educational resources in the United States: Insights from university foreign language directors
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2013)
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| 18 |
Implementing a Fulbright scholar program
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2013)
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| 19 |
Hybrid language teaching and learning: Looking forward
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2013)
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| 20 |
Literacy-based approaches in college and high school FL courses
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2013)
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