درخت حوزه‌های تخصصی

IntroductionIn the context of collaborative online foreign language practice, we look at how metacognition and revealing of the self combine when the full potential of the digital tools are put to use. We present a qualitative study of a corpus of written contributions by English as a foreign language distance French learners and look into a model for teaching and learning in which emotions are integrated. We study how expression of emotion and commenting on learning are combined in the learners’ discourse. We thus give insight into the meeting point of technology on the one hand and learning and teaching strategies on the other hand, and detail diverse appropriation regimes within a community of trust (Privas-Bréauté & Rémon, 2018).

In this chapter I review principles and practical aspects of language assessment in foreign language (FL) learning, more specifically with a focus on Computer-Assisted Language Learning (CALL) and other contexts in which computers are used as a means for distance learning and for language assessment (Computer-Aided Assessment - CAA). Assessment constitutes an essential dimension of learning experiences and it is an aspect of most formal processes of language teaching and learning. Language assessment may involve language testing, as well as other procedures and instruments such as observations, performance tasks, portfolios and self-evaluation, and by combining information from various sources of assessment one is able to obtain more valid and reliable results. I draw on the literature on CALL and on language assessment, and on data collected within the scope of the Teletandem Brazil Project: foreign languages for all (henceforth TBP), to support my position on principles that may or may not characterize language assessment in the context of teletandem interactions. CAA is defined as any type of activity in which computers are used to support a process of assessment apart from and beyond their simple function to store and transmit information. CAA helps faster assessment, increases the quality and quantity of information detected, and maximizes the provision of feedback about language assessment processes. In the TBP project, undergraduate students from a Brazilian university interacted with students from universities abroad, by means of computer programmes for synchronous communication, microphones and webcams. Besides the claims about CALL from the literature, I make reference to teletandem interactions in both EFL and Portuguese as a foreign language, considering occasions in which teletandem agents evaluate each other linguistic performances. I also analyse a questionnaire for evaluation in teletandem, which does not focus on language assessment but rather on the experience of interacting in the teletandem context and on the tools used for communication. No clear distinctions were found to exist between CAA and more traditional procedures for language assessment. Principles for CAA seem to combine traditional bases for language assessment and testing with a number of pedagogical principles that underpin distance learning.