DescriptionComputer Assisted Language Learning (CALL) projects have been used to implement intercultural communicative English language learning projects that have promoted communicative competence in English (O’Dowd and Eberbach 2004) in the participating classrooms. However, research in such projects has been limited due to ethical constraints in collecting data relating to young children.
This presentation reports on two case studies between two primary schools in Sri Lanka and a primary school in Australia to explore if communicative competence in English and intercultural communicative competence were promoted in the participating classrooms during the implementation of 2 projects that lasted a school year. 130 primary aged students and 9 teachers were involved in these two projects which were implemented using VoiceThread and Drop box.
This presentation will specifically focus on how communicative competence in English was promoted in the Australian primary school classroom. The tasks chosen by the coordinating teachers of the two projects will be outlined, those that had the potential to be used to promote accuracy in spelling and punctuation and improve the students’ handwriting discussed. Finally Lyster and Ranta’s (1997) Framework to analyse error correction, feedback and uptake will be used to explain how error correction was addressed by the participating teachers in the Australian school classrooms to encourage the students’ to edit their work from handwritten and typed in content with errors to more accurate content to be sent to their partner schools in Sri Lanka using VoiceThread.
|Period||20 Nov 2015|
|Event title||Linguistics Department HDR Conference 2015|
|Location||Sydney , Australia|
|Degree of Recognition||Local|