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Microblogging and Blended Learning: Peer Response in Tertiary Education

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Microblogging and Blended Learning: Peer Response in Tertiary Education

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dc.contributor.author Montero Fleta, Maria Begoña es_ES
dc.contributor.author Pérez Sabater, Carmen es_ES
dc.contributor.author Pérez Sabater, Mª Luisa es_ES
dc.date.accessioned 2016-10-17T11:06:44Z
dc.date.available 2016-10-17T11:06:44Z
dc.date.issued 2015
dc.identifier.issn 1877-0428
dc.identifier.uri http://hdl.handle.net/10251/71923
dc.description.abstract The traditional classroom paradigm has been lately experiencing innovative changes with the advent of new technologies. This paper reports on the results of an exploratory study that puts into practice a blended learning approach in a university English course which favoured face-to-face as well as online meetings. Within this learning paradigm, the objective of this treatment was to analyse how the use of Twitter, a microblogging tool could help to increase students confidence in English. This would imply a novelty in the field of language learning through computers, as it incorporated social networking to an explicit structured vocabulary task of ESL learning, which allowed peer revision of tweets and feedback from the instructor. Results showed that students largely preferred to recast rather than to carry out metalinguistic prompts as a feedback. Conclusions suggested that this blended learning approach contributed to internalize students own target form errors through corrections to and from their peers. Using Twitter in the language class was an informal, easier and less intimidating way of starting to use new vocabulary in the target language. es_ES
dc.language Inglés es_ES
dc.publisher Elsevier es_ES
dc.relation.ispartof Procedia Social and Behavioral Sciences es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Blended learning es_ES
dc.subject Twitter es_ES
dc.subject Peer review es_ES
dc.subject Vocabulary es_ES
dc.subject.classification FILOLOGIA INGLESA es_ES
dc.title Microblogging and Blended Learning: Peer Response in Tertiary Education es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.1016/j.sbspro.2015.04.384
dc.rights.accessRights Abierto es_ES
dc.contributor.affiliation Universitat Politècnica de València. Escola Tècnica Superior d'Enginyeria Informàtica es_ES
dc.description.bibliographicCitation Montero Fleta, MB.; Pérez Sabater, C.; Pérez Sabater, ML. (2015). Microblogging and Blended Learning: Peer Response in Tertiary Education. Procedia Social and Behavioral Sciences. (191):1590-1595. doi:10.1016/j.sbspro.2015.04.384 es_ES
dc.description.accrualMethod Senia es_ES
dc.relation.publisherversion http://dx.doi.org/10.1016/j.sbspro.2015.04.384 es_ES
dc.description.upvformatpinicio 1590 es_ES
dc.description.upvformatpfin 1595 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.issue 191 es_ES
dc.relation.senia 305628 es_ES


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