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ERIC Number: EJ941557
Record Type: Journal
Publication Date: 2011-Sep
Pages: 19
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0958-3440
Using Activity Theory to Understand the Contradictions in an Online Transatlantic Collaboration between Student-Teachers of English as a Foreign Language
Antoniadou, Victoria
ReCALL, v23 spec iss n3 p233-251 Sep 2011
This article describes the contradictions reported by student-teachers in Barcelona who engaged in telecollaboration with transatlantic peers via Second Life, during their initial training in Teaching English as a Foreign Language. The data analysis draws upon Grounded Theory and is theoretically informed by Activity Theory and the notion of contradictions. The study discusses technology-based, intra- and inter-institutional contradictions, their impact on the development of the telecollaborative activity, and outcomes in bolstering student-teachers' conceptual understanding of Network-Based Language Instruction. (Contains 1 table, 1 figure, and 5 footnotes.)
Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=REC
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain (Barcelona)