Meei-Ling Liaw*, Kathryn English**
*National Taichung University of Education, Taichung, Taiwan
**Université de Paris II, Paris, France
meeilingliaw@gmail.com, kathryn.english@wanadoo.
fr
Identity and Addressivity in Telecollaboration
Bio data
Meei-Ling
Liaw
is professor of the Department of English at National Taichung
University of Education. Her research focuses on using computer technology to facilitate
EFL teaching and learning, intercultural learning, and teacher education. Her publications
have appeared in professional journals including
System, Foreign Language Annals,
Computer-Assisted Language Learning, ReCALL
, and
Language Learning and Technology
.
She has been serving on the editorial board of
Language Learning and Technology
since
2008. She is also the editor-in-chief of
Taiwan International ESP Journal
.
Kathryn
English
is a Maître de conférences at the Université de Paris II (Panthéon
Assas) and the Ecole Polytechnque. She holds a PhD is in Sciences du Langage and has
designed, co-authored and participated in Cross-cultural, computer-mediated language
teaching projects based in the USA, France, Finland and Taiwan. She has worked as a
conference interpreter for the European Union, Television and Radio, the French National
Assembly. She also coaches the university debating teams.
Abstract
Learning is a social activity that takes place through communication or interaction with
others (Vygotsky, 1978); the keys to successful learning in telecollaborations are
participants’ sense of intimacy and social presence in the community. In an on
-going
intercultural telecollaborative project involving Taiwanese and French university students,
we utilized a self-introduction activity, About-Me-Bags, to connect the two groups. The
activity required that each participant choose three objects, representing their past,
present, and future, to present to their intercultural learning partners. The presentations
were done by posting PowerPoint files and text documents on a project website. All of the
participants then read, made comments on, and asked/answered questions about any of
the postings. The objective of the activity was to create social affordances (Kreijns &
Kirschner, 2001) that allow the participants to engage in sustained, topic-focused
exchanges on which their sense of intimacy and community could be based.
To understand whether the activity achieved the intended objective and how the
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