La negociación de procesos de escritura a través de la video-comunicación

Abstract

After an epistemological introduction to collaboration among tutors and peers in L2 writing processes according to constructivist theories, we will present research studies that have focused on analyzing writing negotiations through digital synchronous platforms, like chat, or multimodal environments, like audio conferencing. Once the theoretical and empirical background has been established, we will present the results of a case study carried out within the European project NIFLAR (Networked Interaction in Foreign Language Acquisition and Research), in which the interaction between a tutor (pre-service teacher from the University of Valencia) and a foreign language learner of Spanish from Utrecht University has been analyzed while reviewing through video-communication the paper written by the foreign language learner. We will analyse the on-line interaction carried out between the tutor and the learner, focusing on the kind of feedback the tutor provides, be it positive (to enhance empathy and the learner’s motivation) or negative (the indication of an error either implicitly or explicitly). We will then move to consider the effect the kind of feedback has on the learner, the action it elicits, and finally, we will observe how the multimodal environment affects the negotiation process.