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Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning

Sampurna, Jessica; Kukulska-Hulme, Agnes and Stickler, Ursula (2018). Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 8(3) pp. 73–90.

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DOI (Digital Object Identifier) Link: https://doi.org/10.4018/ijcallt.2018070104
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Abstract

This article reports on the implementation of online project-based language learning in a non-formal educational context. Project-based learning may enable additional out-of-class language practice and digital technologies can support this activity, but little is known about whether learners will participate. Twenty-one tertiary learners from across Indonesia used multiple Web 2.0 tools to collaboratively create English learning materials for children as a project over the course of four weeks. Online data, learners' reflections, and interviews were analysed using content analysis. The study explores participation levels among learners and their teacher. Findings suggest that while learners' participation varied considerably, the teacher's participation was consistently the highest in all platforms except Google Docs. Learners had different attitudes towards their own and their peers' contribution, but generally valued the teacher's participation.

Item Type: Journal Item
Copyright Holders: 2018 IGI Global
ISSN: 2155-7101
Keywords: Language Learning; Non-Formal Learning; Participation; Project-Based Learning; Web 2.0 Tools
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages
Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Item ID: 56989
SWORD Depositor: Jisc Publications-Router
Depositing User: Jisc Publications-Router
Date Deposited: 09 Oct 2018 08:43
Last Modified: 01 Jul 2019 20:22
URI: http://oro.open.ac.uk/id/eprint/56989
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