Personne :
Priego, Sabrina

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Université Laval. Département de langues, linguistique et traduction
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Voici les éléments 1 - 4 sur 4
  • Publication
    Accès libre
    An e-mail tandem learning project involving ESL and FSL secondary school students : a sociocultural perspective
    (2007) Priego, Sabrina; Parks, Susan
    This study examined project-based, e-mail tandem exchanges between ESL and FSL secondary school students. Drawing on a sociocultural perspective (Lantolf, 2000; Parks, 2000; Wells, 1999), it sought to investigate (a) the strategies employed by secondary ESL and FSL students to provide scaffolding to their e-mail tandem partners, (b) the resources used by students when composing their e-mails, (c) the use of the feedback provided by their e-mail tandem partners when revising their reports, (d) the usefulness of the notion of motive, as defined by sociocultural theory, to explain the differences in the way the tandem partners oriented to the exchanges (i.e., how they engaged and invested themselves in the e-mail exchanges), and (e) the teachers' perceptions of the use of tandem e-mail as a language learning tool. One group of 30 intermediate-level Frenchspeaking ESL students in a secondary school (Secondary 4) in Québec was paired up with two groups of intermediate-level English-speaking FSL students (total 30) in a secondary school (Grade 11 ) in Ontario. The joint reading of articles taken from newspapers and magazines of interest to teenagers formed the basis for the e-mail discussions. Data, collected over an 18-week period during the 2004-2005 academic year, were obtained from four main sources: written documents, observations, questionnaires, and interviews. The main findings were the following: (1) Using a taxonomy adapted from Villamil and De Guerrero's (1996) taxonomy of substrategies for providing scaffolding, analysis of e-mails showed that both ESL and FSL students provided scaffolding to one another by resorting to various strategies. In both groups, giving explicit feedback was the most salient strategy employed by the students when functioning as the NS tutor. (2) Findings from various sources of data collection methods showed that during the composing of their e-mails, both groups drew on a variety of resources. (3) An analysis of first and second drafts revealed that ESL students incorporated 91 % of the corrections provided by their tandem partners, while the FSL students incorporated 74 %. (4) Although the findings showed that the majority of the students participating in the e-mail tandem project had minimally completed the basic course requirements, the analysis of eight case study participants revealed individual differences in the way the latter oriented to the tasks and subsequently carried them out. These results were linked to the notion of motive, as defined by sociocultural theory. (5) Although the teachers reported that their students had benefited from the authentic communication with native speakers and from the feedback they received from them, data also revealed that they had been confronted with a number of challenges. In contrast to previous research that has focused on adult L2 learners (e.g., Appel, 1997; Appel & Gilabert, 2002; Belz, 2001, 2002a, 2002b, 2003; Belz & Kinginger, 2002, 2003; Lee, 2004; Liaw & Johnson, 2001; Muller-Hartmann, 2000; O'Dowd, 2003), this study sheds light on the degree to which L2 secondary school students are capable of giving each other feedback.
  • Publication
    El papel del estudiante en el aprendizaje de lenguas en tándem por internet
    (Universidad Nacional Autónoma de México, 2014) Priego, Sabrina
    Este estudio analiza, desde una perspectiva sociocultural (Lantolf, 2000; Vygotsky, 1978, 1986), las estrategias de andamiaje (Wood, Bruner & Ross, 1976) utilizadas por estudiantes de inglés y francés de nivel preparatoria que participaron en un proyecto colaborativo en tándem por correo electrónico. En el estudio tomaron parte dos escuelas preparatorias localizadas en dos provincias en Canadá: un grupo de estudiantes francófonos inscritos en una clase de inglés en la provincia de Quebec y un grupo de estudiantes anglófonos inscritos en una clase de francés en la provincia de Ontario. Los correos de los estudiantes fueron codificados utilizando una taxonomía de estrategias de andamiaje adaptada de la taxonomía desarrollada por Villamil y Guerrero (1996). Además, dichas estrategias fueron clasificadas según el papel adoptado por los participantes: como tutor (locutor nativo) y como estudiante de una lengua segunda (locutor no nativo). El análisis de los correos mostró que ambos grupos de estudiantes utilizaron una variedad de estrategias para corregirse mutuamente. Entre ellas, la más utilizada fue la retroalimentación explícita y la instrucción. La principal implicación pedagógica de este estudio es el demostrar que los alumnos de preparatoria son capaces de adoptar el papel de tutor y de corregir los errores lingüísticos de sus compañeros tándem. Los resultados de este estudio subrayan la utilidad del aprendizaje de lenguas en tándem por internet mediante el cual los estudiantes pueden ayudarse mutuamente a desarrollar la habilidad de escritura en la lengua meta.
  • Publication
    Accès libre
    Listening to the multiple voices in an intercultural telecollaborative multilingual digital storytelling project : a bakhtinian perspective
    (Laboratoire d'informatique de Besançon, 2017-09-10) Priego, Sabrina; Liaw, Meei-Ling
    Although a growing number of studies have recently been focusing on the affordances of digital storytelling as a multimodal tool, relatively little attention has been given to the collaborative process during digital story construction and how that may affect what the participants gain from the experience. This paper focuses on an intercultural telecollaborative multilingual digital storytelling project between pre-service French as-asecond-language teachers in Canada and university-level EFL students in Taiwan. The researchers lean on Bakhtin’s concept of dialogism and Fairclough’s concepts of assumption/intertextuality to look into how the international partners negotiated to accomplish digital storytelling assignments, how their own voices were expressed during the telecollaborative writing process, and how this affected their completed digital stories. The findings of this study unveil both interpersonal and sociocultural dimensions of negotiation of meaning in technology-mediated collaboration. Based on the findings, the paper discusses pedagogical challenges and prospects of using multilingual digital storytelling as a transformational tool for intercultural learning, creativity, and language development, as well as a space for voicing selves through creative literary articulation.
  • Publication