Autor según el artículo: Marni Manegre; Mar Gutiérrez-Colón Plana; Mercè Gisbert Cervera

Departamento: Estudis Anglesos i Alemanys

Autor/es de la URV: Gisbert Cervera, Maria Mercedes / Gutiérrez-Colon Plana, Maria del Mar

Resumen: This paper presents the first phase of a study conducted to analyze Knowledge Building forums for evidence of second language acquisition. This study is an analysis of the posts within an existing forum in search of evidence of foreign language learning. The analysis found that the collaborative writing project shows evidence that the students passed through the stages of construction of knowledge within their foreign language classroom, however factors, such as confounding variables, inconsistencies in error types, and the small number of posts by the participants made it challenging to determine whether there is evidence of language acquisition for each student. The forum posts show evidence of knowledge acquisition, but further investigation is required to determine whether collaborative writing in knowledge forums is effective for foreign language acquisition.

Áreas temáticas: Linguistics Filologías Educació

ISSN: 16952618

Direcció de correo del autor: mar.gutierrezcolon@urv.cat merce.gisbert@urv.cat

Identificador del autor: 0000-0001-8479-4933 0000-0002-8330-1495

Fecha de alta del registro: 2023-04-15

Versión del articulo depositado: info:eu-repo/semantics/publishedVersion

Enlace a la fuente original: https://polipapers.upv.es/index.php/eurocall/article/view/11150

URL Documento de licencia: http://repositori.urv.cat/ca/proteccio-de-dades/

Referencia al articulo segun fuente origial: Eurocall Review. 27 (1): 3-13

Referencia de l'ítem segons les normes APA: Marni Manegre; Mar Gutiérrez-Colón Plana; Mercè Gisbert Cervera (2019). Foreign Language Learning In Knowledge Forums: using a knowledge-building forum in an EFL classroom. Eurocall Review, 27(1), 3-13

DOI del artículo: 10.4995/eurocall.2019.11150

Entidad: Universitat Rovira i Virgili

Año de publicación de la revista: 2019

Tipo de publicación: Journal Publications