Learner Autonomy and Web 2.0 - Marco Cappellini

Learner Autonomy and Web 2.0 - Marco Cappellini

A Typology of Metacognition: Examining Autonomy in a Collective Blog Compiled in a Teletandem Environment

Learner Autonomy and Web 2.0 - Marco Cappellini

Daniela Nogueira de Moraes Garcia [+-]
São Paulo State University
Daniela N. M. Garcia is an assistant professor of English as a Foreign Language at the Department of Modern Languages of São Paulo State University (UNESP) at Assis. Her post-doctoral research was developed at Georgetown University, Washington, DC, USA. She holds a Ph.D. and an M.A. in Linguistics from São Paulo State University (UNESP) at São José do Rio Preto, where she studied processes of negotiation between teletandem partners. Daniela has been part of Teletandem Brasil Project from its inception and has been involved with pairing students, contacting Portuguese language professors at affiliated universities, and coordinating mediation sessions. She has also been a linguistic supervisor at the Center for Language Education and Teacher Development at UNESP-Assis. She is interested in foreign language teaching and learning processes, and telecollaboration contexts.
Kathleen O'Connor [+-]
University of Lille 3
Kathleen M. O’Connor is a lecturer in English linguistics at Lille University - Human and Social Sciences and a member of the CNRS research group 8163 Savoirs, Textes, Langage. Her main research interests focus on various aspects of language acquisition. She has done research on the acquisition of phonology in second language learning and on autonomy in language learning, in particular goal-setting and various aspects of tandem learning. She also works on linguistic interfaces, including the syntax-phonology interface, the syntax-pragmatics interface and the syntax-semantics interface.
Marco Cappellini [+-]
Aix-Marseille University
Marco Cappellini is an associate professor in the Department of French as a Foreign Language at Aix-Marseille University and a member of the joint research unit Laboratoire Parole & Langage. He obtained a PhD in Language Sciences (Foreign Language Didactics) in 2014 at Lille 3 University (joint research unit STL). His research interests include tandem learning, interactionist approaches to FL learning, FL teaching and learning through CMC and teacher education and the integration of ICT in FL education. Since 2007, he has been a FL teacher and teachers’ trainer in secondary school (France) and in higher education (France and China).

Description

Learner autonomy has become a leading pedagogical paradigm in foreign language education. Within this context, learners are helped to (learn to) take responsibility for their learning. Given that more recent studies have highlighted the importance of the social dimensions of learner autonomy, we examine, on a qualitative basis, student logs within a collective blog completed during a teletandem experience between French and Australian universities in order to identify different types of metacognitive operations and to develop a descriptive typology. Analysis shows that some dimensions of autonomous learning are absent in these logs, while others are present in various ways. We link our findings to the existing literature on the creation of shared spaces in telecollaboration and on cultures-of-use.

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Citation

de Moraes Garcia, Daniela; O'Connor, Kathleen; Cappellini, Marco. A Typology of Metacognition: Examining Autonomy in a Collective Blog Compiled in a Teletandem Environment. Learner Autonomy and Web 2.0. Equinox eBooks Publishing, United Kingdom. p. 67-90 Apr 2017. ISBN 9781781795972. https://www.equinoxpub.com/home/view-chapter/?id=32707. Date accessed: 14 Oct 2019 doi: 10.1558/equinox.32707. Apr 2017

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