Interaction and Collaborative Language Learning: Research and Practice.

In many foreign language classrooms, language educators found the use of the digital whiteboard contributing to more interaction in the classroom, but the literature is divided about this potential. By drawing upon the findings of research and practice literature, this paper argues that this interactive potential can be realized by taking into account specific factors related to the whiteboard’s users: educators’ pedagogical views, knowledge, as well as experience and training to technology.
Daria Mizza, Johns Hopkins University; Regina Kaplan-Rakowski, Southern Illinois University Carbondale
White Gravenor 203

Interaction and Collaborative Language Learning: Research and Practice. from CNDLS on Vimeo.