Date of Award
9-1-2011
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
International and Second Language Studies
First Advisor
David McAlpine
Abstract
Due to the availability of a collaborative technologically enhanced classroom in the second language department of Harding University and a desire to closer align teaching practices with the aims of the American Council on the Teaching of Foreign Languages, the author conducted research on using technology in various ways in a collaborative-style classroom. Her aims were to provide greater authenticity, as well as to focus on the three modes of communication, interpretive, interpersonal, and presentational. The author conducted research on the communicative model and how collaborative learning can be used to make the classroom more proficiency-based. Technology is a useful and inherently motivating tool for use in the collaborative classroom and provides an excellent opportunity to increase the level of authenticity of tasks and materials. Finally, the researcher discusses the three modes of communication and how the Integrated Performance Assessment can be used to test proficiency across those three modes. The findings of all the research conducted led to the creation of instructional tasks, including a technologically-mediated writing activity, two WebQuests, two Integrated Performance Assessments, and an extended collaborative writing project. These tasks are highly authentic and standards based, incorporate technology, and require students to use all three modes of communication. Instructions for implementation and rubrics accompany each task.
Recommended Citation
Hepburn, Alyssa Jean, "Technologically-Mediated Collaborative Learning Activities for the University Level Intermediate Spanish Classroom" (2011). Theses and Dissertations. 314.
https://research.ualr.edu/etd/314
