Let's Blog in Italian

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DC Field	Value
dc.identifier	ECF_article_170
dc.title	Let's Blog in Italian. Microblogs in the Intermediate Italian Language Class for the Students’ Development of Independent Learning, Cooperation and Cultural Understanding and Exploration
dc.contributor.author	Canuto Luisa
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Research Article
dc.language.iso	en
dc.identifier.uri	http://edizionicafoscari.it/en/edizioni4/riviste/elle/2015/3/blogghiamo-in-italiano/
dc.description.abstract	When choosing a technique for their language, class teachers start by answering some fundamental questions such as what language skill they want their students to focus on, which specific learning outcomes they are planning to achieve or how they can best measure their students’ progress in language learning. Their particular learning environment and context as well as the resources they have access to also come into play when making the decision. In this paper, I discuss the reasons that led me to introduce microblogs in my intermediate Italian classes at the University of British Columbia, Vancouver, Canada (UBC) and the unexpected benefits for the students, which emerged upon re-considering the goals and modality of using this educational technology. Data collection was done through in-class observations, three surveys, and some open-ended interviews to gauge the perceptions of my students relating to this educational tool and then use their feedback to decide whether to continue using microblog in my intermediate Italian classes.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 4 \| Issue 3 \| November 2015
dc.issued	2015-11-01
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.14277/2280-6792/ELLE-4-3-15-6
dc.peer-review	yes
dc.subject	Blogging in the language class
dc.subject	Blogging in the language class
dc.subject	Educational technologies
dc.subject	Educational technologies
dc.subject	Independent learning
dc.subject	Independent learning
dc.subject	Interaction and collaboration in the language clas
dc.subject	Interaction and collaboration in the language clas
dc.subject	Low and high stakes assignments
dc.subject	Low and high stakes assignments

Research Article
open access peer reviewed

Microblogs in the Intermediate Italian Language Class for the Students’ Development of Independent Learning, Cooperation and Cultural Understanding and Exploration

Luisa Canuto The University of British Columbia, Canada

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abstract

When choosing a technique for their language, class teachers start by answering some fundamental questions such as what language skill they want their students to focus on, which specific learning outcomes they are planning to achieve or how they can best measure their students’ progress in language learning. Their particular learning environment and context as well as the resources they have access to also come into play when making the decision. In this paper, I discuss the reasons that led me to introduce microblogs in my intermediate Italian classes at the University of British Columbia, Vancouver, Canada (UBC) and the unexpected benefits for the students, which emerged upon re-considering the goals and modality of using this educational technology. Data collection was done through in-class observations, three surveys, and some open-ended interviews to gauge the perceptions of my students relating to this educational tool and then use their feedback to decide whether to continue using microblog in my intermediate Italian classes.

Published

Nov. 1, 2015

Language

Keywords: Independent learning • Low and high stakes assignments • Educational technologies • Blogging in the language class • Interaction and collaboration in the language clas

permalink http://doi.org/10.14277/2280-6792/ELLE-4-3-15-6

Copyright: © 2015 Luisa Canuto. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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