La función del feedback entre pares para fomentar la pragmática de la L2 en proyectos telecolaborativos: un estudio de caso
DOI:
https://doi.org/10.58859/rael.v24i1.644Palabras clave:
foreign language pragmatic competence, corrective feedback, peer feedback, telecollaboration, synchronous computer-mediated communicationResumen
La telecolaboración ofrece innumerables beneficios para el desarrollo de la competencia pragmática de los estudiantes de lengua y proporciona un entorno excelente para que los alumnos reciban feedback correctivo por parte de sus compañeros virtuales. No obstante, no se le ha dedicado la suficiente atención al papel fundamental del feedback en la telecolaboración. Este estudio se centra en el análisis de las interacciones entre un estudiante español y un hablante experto de inglés en un proyecto de telecolaboración. Los participantes realizaron seis juegos de rol diferentes en sesiones de videoconferencia síncronas en Zoom, cuyo objetivo era fomentar el uso de las disculpas en inglés por parte del estudiante español. Los resultados revelan que el hablante inglés proporcionó feedback a su compañero español en términos de corrección lingüística y adecuación pragmática. El análisis cualitativo del feedback fue triangulado con el análisis cuantitativo recabado del pre- y post-test, y el análisis de contenido de las estrategias utilizadas por el estudiante español para disculparse.
Descargas
Estadísticas globales ℹ️
|
28
Visualizaciones
|
28
Descargas
|
|
56
Total
|
|
Citas
Bardovi-Harlig, K., & Yilmaz, Y. (2021). Corrective feedback in instructional pragmatics. In H. Nassaji & E. Kartchava (Eds.), The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, (pp. 429-449). Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/9781108589789.021
Belz, J. A. (2007). The role of computer mediation in the instruction and development of L2 pragmatic competence. Annual Review of Applied Linguistics, 27, 45-75. https://doi.org/10.1017/S0267190508070037 DOI: https://doi.org/10.1017/S0267190508070037
Belz, J. A., & Kinginger, C. (2003). Discourse options and the development of pragmatic competence by classroom learners of German: The case of address forms. Language Learning, 53(4), 591-647. https://doi.org/10.1046/j.1467-9922.2003.00238.x DOI: https://doi.org/10.1046/j.1467-9922.2003.00238.x
Bergman, M. L., & Kasper, G. (1991). The interlanguage of apologizing: Cross-cultural evidence. University of Hawaii Working Papers in ESL, 10(2), 139-176.
Blum-Kulka, S., & Olshtain, E. (1984). Requests and apologies: A Cross-Cultural Study of Speech Act Realization Patterns (CCSARP). Applied Linguistics, 5(3), 196-213. DOI: https://doi.org/10.1093/applin/5.3.196
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence (1st ed.). Clevedon: Multilingual Matters.
Byram, M. (2021). Teaching and Assessing Intercultural Communicative Competence Revisited (2nd ed.). Bristol: Multilingual Matters. https://doi.org/10.21832/9781800410251 DOI: https://doi.org/10.21832/9781800410251
Canto Gutiérrez, S. (2020). Integrating Intercultural Telecollaboration in Foreign Language Learning Programmes. The Case of Video Communication and Virtual Worlds. Tesis doctoral, Universiteit Utrecht. [Disponible en https://www.lotpublications.nl/Documents/556_fulltext.pdf ].
Cerezo, L. (2021). Corrective feedback in computer-mediated versus face-to-face environments. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (pp. 494-519). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108589789.024 DOI: https://doi.org/10.1017/9781108589789.024
Deutschmann, M. (2003). Apologising in British English. Umeå: Umeå Universiteit.
Di Sarno-García, S. (2023). L1 transfer in performing apologies: Insights from three telecollaboration projects. In S. Di Sarno-García, S. Montaner-Villalba, & A. Gimeno-Sanz (Eds.), Telecollaboration Applications in Foreign Language Classrooms (pp. 96-118). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-6684-7080-0.ch005 DOI: https://doi.org/10.4018/978-1-6684-7080-0.ch005
Di Sarno-García, S. (2024). The affordances of telecollaboration to teach apologies. International Journal of English Studies, 24(1), 25-47. https://doi.org/10.6018/ijes.570211 DOI: https://doi.org/10.6018/ijes.570211
Di Sarno-García, S. (2025). Do pair and group work modalities affect the outcome in telecollaboration? In M. González-Lloret, J. M. Sykes, & J. K. Yoshioka (Eds.), Pragmatics & Language Learning, vol. 15 (pp. 1-18). National Foreign Language Resource Center, University of Hawai‘i. http://hdl.handle.net/10125/75343
Di Sarno-García, S. (forthcoming). Acquiring Pragmatic and Intercultural Communicative Competences in the Digital Era: A Telecollaboration Study. Bloomsbury.
Félix-Brasdefer, J. (2010). Data collection methods in speech act performance. DCTs, role plays, and verbal reports. In A. Martínez-Flor, & E. Usó-Juan (Eds.), Speech Act Performance. Theoretical, Empirical and Methodological Issues (pp. 41-56). Amsterdam: John Benjamins. DOI: https://doi.org/10.1075/lllt.26.03fel
Gao, X., Noroozi, O., Gulikers, J. T. M., Biemans, H. J., & Banihashem, S. K. (2024). A systematic review of the key components of online peer feedback practices in higher education. Educational Research Review, 42, 10588, 1-27. https://doi.org/10.1016/j.edurev.2023.100588 DOI: https://doi.org/10.1016/j.edurev.2023.100588
Fareh, S., Abu Guba, M. N., Hamadi, I., Awad, A., & Fareh, A. (2023). Assessing the pragmatic competence of Arab learners of English: The case of apology. Cogent Arts & Humanities, 10(1). https://doi.org/10.1080/23311983.2023.2230540 DOI: https://doi.org/10.1080/23311983.2023.2230540
Goffman, E. (1967). Interaction Ritual: Essays on Face-to-face Interaction. New York: Doubleday.
González-Lloret, M. (2008). Computer-mediated learning of L2 pragmatics. In E. Alcón-Soler, & A. Martínez-Flor (Eds.), Investigating Pragmatics in Foreign Language Learning, Teaching and Testing (pp. 114-132). Clevedon: Multilingual Matters. DOI: https://doi.org/10.2307/jj.27195521.10
González-Lloret, M. (2019). Technology and L2 pragmatics learning. Annual Review of Applied Linguistics, 39, pp. 113-127. Cambridge: Cambridge University Press. https://doi.org/10.1017/S0267190519000047 DOI: https://doi.org/10.1017/S0267190519000047
González-Lloret, M. (2022). Technology-mediated tasks for the development of L2 pragmatics. Language Teaching Research, 26(2), 173-189. https://doi.org/10.1177/13621688211064930 DOI: https://doi.org/10.1177/13621688211064930
Heift, T., Nguyen, P., & Hegelheimer, V. (2021). Technology-mediated corrective feedback. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (pp. 226-250). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108589789.012 DOI: https://doi.org/10.1017/9781108589789.012
Helm, F. (2018). Emerging Identities in Virtual Exchange. Research-publishing. net. https://doi.org/10.14705/rpnet.2018.25.9782490057191 DOI: https://doi.org/10.14705/rpnet.2018.25.9782490057191
Ho, E. (2020). Online peer review of oral presentations. RELC Journal, 53(3), 712-722. https://doi.org/10.1177/0033688220969280 DOI: https://doi.org/10.1177/0033688220969280
Holden, C., & Sykes, J. M. (2013). Complex L2 pragmatic feedback via place-based mobile games. In N. Taguchi, & J. M. Sykes (Eds.), Technology in Interlanguage Pragmatics Research and Teaching, (pp. 155-184). Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.36.09hol DOI: https://doi.org/10.1075/lllt.36.09hol
Ishihara, N., & Cohen, A. D. (2022). Teaching and Learning Pragmatics: Where Language and Culture Meet (2nd ed.). London: Routledge. DOI: https://doi.org/10.4324/9781003168188
Iwashita, N., & Dao, P. (2021). Peer feedback in second language oral interaction. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (pp. 275-299). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108589789.014 DOI: https://doi.org/10.1017/9781108589789.014
Karpava, S. (2025). The effect of L1 linguistic and cultural background on L2 pragmatic competence. Languages, 10(5), 112. https://doi.org/10.3390/languages10050112 DOI: https://doi.org/10.3390/languages10050112
Kartchava, E. (2021). The role of training in feedback provision and effectiveness. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (pp. 598-619). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108589789.029 DOI: https://doi.org/10.1017/9781108589789.029
Leech, G. N. (1983). Principles of Pragmatics. London: Longman.
Leech, G. N. (2014). The Pragmatics of Politeness. Oxford: Oxford University Press. DOI: https://doi.org/10.1093/acprof:oso/9780195341386.001.0001
Leone, P., & Telles, J. (2016). The teletandem network. In R. O’Dowd, & T. Lewis (Eds.), Online Intercultural Exchange: Policy, Pedagogy, Practice (pp. 273-298). New York: Routledge.
Lewicki, R. J., Polin, B., & Lount, R. B. Jr. (2016). An exploration of the structure of effective apologies. Negotiation and Conflict Management Research, 9(2), 177-196. https://doi.org/10.1111/ncmr.12073 DOI: https://doi.org/10.1111/ncmr.12073
Long, M. (1991). Focus on form: a design feature in language teaching methodology. In K. De Bot, R. Ginsberg, & C. Kramsh (Eds.), Foreign Language Research in Cross-cultural Perspectives (pp. 39-52). Amsterdam: John Benjamins. DOI: https://doi.org/10.1075/sibil.2.07lon
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie, & T. K. Bathia (Eds.), Handbook of Second Language Acquisition (pp. 413-468). San Diego: Academic Press. DOI: https://doi.org/10.1016/B978-012589042-7/50015-3
Long, M., & Robinson, P. (1998). Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press.
Martínez-Flor, A. (2016). Teaching apology formulas at the discourse level: Are instructional effects maintained over time? ELIA: Estudios de Lingüística Inglesa Aplicada, 16, 13-48. DOI: https://doi.org/10.12795/elia.2016.i16.02
Martínez-Flor, A. (2023). Teachers' awareness and beliefs towards corrective feedback in L2 pragmatics. In A. Martínez-Flor, A. Sánchez-Hernández and J. Barón (Eds.), L2 Pagmatics in Action: Teachers, Learners and the Teaching-Learning Interaction Process (pp. 113-141). Amsterdam: John Benjamins. DOI: https://doi.org/10.1075/lllt.58.05mar
Martínez-Flor, A., & Usó-Juan, E. (2010). Pragmatics and speech act performance. In A. Martínez-Flor, & E. Usó-Juan (Eds.), Speech Act Performance: Theoretical, Empirical and Methodological Issues, vol. 26 (pp. 3-20). Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.26.01mar DOI: https://doi.org/10.1075/lllt.26.01mar
Martínez-Flor, A., & Usó-Juan, E. (2020). Teaching speech acts in a second language. In K. P. Schneider, & E. Ifantidou (Eds.), Developmental and Clinical Pragmatics (pp. 269-299). Berlin/Boston: Mouton de Gruyter. https://doi.org/10.1515/9783110431056-010 DOI: https://doi.org/10.1515/9783110431056-010
Nassaji, H., & Kartchava, E. (2021). Corrective feedback in second language teaching and learning. In H. Nassaji, & E. Kartchava (Eds.), The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching (pp. 1-20). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108589789.001 DOI: https://doi.org/10.1017/9781108589789.001
Noroozi, O., Alqassab, M., Taghizadeh Kerman, N., Banihashem, S. K., & Panadero, E. (2024). Does perception mean learning? Insights from an online peer feedback setting. Assessment & Evaluation in Higher Education, 50(1), 1-15. https://doi.org/10.1080/02602938.2024.2345669 DOI: https://doi.org/10.1080/02602938.2024.2345669
O’Dowd, R. (2018). From telecollaboration to virtual exchange: State-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 1-23. https://doi.org/10.14705/rpnet.2018.jve.1 DOI: https://doi.org/10.14705/rpnet.2018.jve.1
O’Dowd, R. (2023). Internationalising Higher Education and the Role of Virtual Exchange. DOI: https://doi.org/10.4324/9781315393704
London: Routledge.
Oskoz, A., & Gimeno-Sanz, A. (2020). Exploring L2 learners’ engagement and attitude in an intercultural encounter. Language Learning & Technology, 24(1), 187-208. https://doi.org/10125/44716 DOI: https://doi.org/10.64152/10125/44716
Parlak, Ö., & Ziegler, N. (2017). The impact of recasts on the development of primary stress in a synchronous computer-mediated environment. Studies in Second Language Acquisition, 39(2), 257-285. https://doi.org/10.1017/S0272263116000310 DOI: https://doi.org/10.1017/S0272263116000310
Rassaei, E. (2017). Video chat vs. face-to-face recasts, learners’ interpretations and L2 development: a case of Persian EFL learners. Computer Assisted Language Learning, 30(1-2), 133-148. https://doi.org/10.1080/09588221.2016.1275702 DOI: https://doi.org/10.1080/09588221.2016.1275702
Ribeiro, A., Jiang, W., & Eslami, Z. R. (2019). Corrective feedback in second language face-to-face versus computer-mediated interactions. Language Teaching Research Quarterly, 10, 14-30. https://doi.org/10.32038/ltrq.2019.10.02 DOI: https://doi.org/10.32038/ltrq.2019.10.02
Rubin, J. (2016). The collaborative online international learning network: online intercultural exchange in the State University of New York Network of Universities. In R. O’Dowd, & T. Lewis (Eds.), Online Intercultural Exchange: Policy, Pedagogy, Practice (pp. 263-272). New York: Routledge.
Sawin, T. A. (2022). Technology in the acquisition of second language pragmatics. In N. Ziegler, & M. Gónzalez-Lloret (Eds.), The Routledge Handbook of Second Language Acquisition and Technology (pp. 215-229). New York: Routledge. DOI: https://doi.org/10.4324/9781351117586-19
Seiz Ortiz, R., Magal-Royo, T., Perry, D., Gimeno Sanz, A., & Forteza, F. R. (2015). Integrating effective communication competence in higher education. In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), ICERI2015 Proceedings (pp. 1798-1807). IATED Academy.
Sotillo, S. M. (2009). Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments. In Lee, A., & Williams, L. (Eds.), Electronic Discourse in Language Learning and Language Teaching (pp. 87-110). Amsterdam: John Benjamins. DOI: https://doi.org/10.1075/lllt.25.08sot
Sykes, J. M. (2017). Technologies for teaching and learning intercultural competence and interlanguage pragmatics. In C. A. Chapelle, & S. Sauro (Eds.), The Handbook of Technology and Second Language Teaching and Learning (pp. 118-133). New Jersey: Wiley Blackwell. https://doi.org/10.1002/9781118914069.ch9 DOI: https://doi.org/10.1002/9781118914069.ch9
Sykes, J. M. (2018). Interlanguage pragmatics, curricular innovation, and digital technologies. CALICO Journal, 35(2), 120-141. https://doi.org/10.1558/cj.36175 DOI: https://doi.org/10.1558/cj.36175
Sykes, J., & González-Lloret, M. (2020). Exploring the interface of interlanguage (L2) pragmatics and digital spaces. CALICO Journal, 37(1), i-xv. https://doi.org/10.1558/cj.40433 DOI: https://doi.org/10.1558/cj.40433
Taguchi, N. (2007). Task difficulty in oral speech act production. Applied Linguistics, 28(1), 113-135. https://doi.org/10.1093/applin/aml051 DOI: https://doi.org/10.1093/applin/aml051
Taguchi, N. (2015). Instructed pragmatics at a glance: Where instructional studies were, are, and should be going. Language Teaching, 48(1), 1-50. https://doi.org/10.1017/S0261444814000263 DOI: https://doi.org/10.1017/S0261444814000263
Tsubota, Y., Inagaki, T., Nozawa, T., & Ishikawa, Y. (2023). A pre-telecollaboration training course for Japanese EFL learners. In S. Di Sarno-García, S. Montaner-Villalba, & A. Gimeno-Sanz (Eds.), Telecollaboration Applications in Foreign Language Classrooms (pp. 23-44). Hershey: IGI Global. https://doi.org/10.4018/978-1-6684-7080-0.ch002 DOI: https://doi.org/10.4018/978-1-6684-7080-0.ch002
Yousefi, M., & Nassaji, H. (2021). Corrective feedback in second language pragmatics: A review of research. The Electronic Journal for English as a Second Language (TESL-EJ), 25(1), 1-14. https://tesl-ej.org/pdf/ej97/a6.pdf
Zhang, Y., Schunn, C. D., & Wu, Y. (2024). What does it mean to be good at peer reviewing? A multidimensional scaling and cluster analysis study of behavioral indicators of peer feedback literacy. International Journal of Educational Technology in Higher Education, 21(1), 26. https://doi.org/10.1186/s41239-024-00458-1 DOI: https://doi.org/10.1186/s41239-024-00458-1
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Sofia Di Sarno García
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Reconocimiento – No comercial (CC BY-NC). Bajo esta licencia el usuario puede copiar, distribuir y exhibir públicamente la obra y puede crear obras derivadas siempre y cuando estas nuevas creaciones reconozcan la autoría de la obra original y no sean utilizadas de manera comercial.
Los autores retienen todos sus derechos de publicación y copyright sin restricciones.
