30.4287, Diss: Spanish; Language Acquisition: Maria Virginia Ocando Finol: ''Film Annotation for the L2 Classroom: A Tech-Mediated Model for Intercultural Learning''

[The LINGUIST List]

LINGUIST List: Vol-30-4287. Mon Nov 11 2019. ISSN: 1069 - 4875.

Subject: 30.4287, Diss:  Spanish; Language Acquisition: Maria Virginia Ocando Finol: ''Film Annotation for the L2 Classroom: A Tech-Mediated Model for Intercultural Learning''

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Date: Mon, 11 Nov 2019 12:12:50
From: Maria Ocando Finol [mocando at asu.edu]
Subject: Film Annotation for the L2 Classroom: A Tech-Mediated Model for Intercultural Learning

 
Institution: Arizona State University 
Program: Spanish (Linguistics Track) 
Dissertation Status: Completed 
Degree Date: 2019 

Author: Maria Virginia Ocando Finol

Dissertation Title: Film Annotation for the L2 Classroom: A Tech-Mediated Model 
for Intercultural Learning 

Linguistic Field(s): Language Acquisition

Subject Language(s): Spanish (spa)


Dissertation Director(s):
Barbara Lafford
Lorena Cuya Gavilano
David Bryan Smith
Alvaro Cerron-Palomino

Dissertation Abstract:

With the fast pace of globalization and the rise of encounters in digital
spaces, CALL scholars have become increasingly interested in how digital tools
mediate intercultural encounters. However, despite their evident success in
connecting students from around the world, current online intercultural
exchanges continue to present problems such a promotion of positive
experiences over deep intercultural learning and lack of real-life value (O’
Dowd, 2018). In addition, digitally-mediated intercultural learning research
is based on the same theoretical approaches to learning that guide CALL
research (Firth & Wagner, 1997; Lafford, 2017). Although such frameworks are
successful in allowing researchers to conceive of digital tools as mediators
for human interaction, they have yet to embrace the potential of digital
artifacts themselves as intercultural interlocutors. Aiming to address this
gap in the research, this investigation used Atkinson’s (2010, 2014)
sociocognitive approach to language learning to understand the role that
digital tools have in intercultural learning. Also integrating Dervin’s (2011)
liquid approach to interculturality—which focuses on understanding
intercultural learning as a co-constructed process—the research questions that
guided this investigation asked: (a) does film annotation mediate
intercultural learning? and, (b) in what ways does film annotation mediate
intercultural learning? In answering these questions, the study looked at the
intercultural learning process of five advanced learners of Spanish, as they
interacted with annotated film clips, and engaged in peer discussion around
the themes of colonialism and coloniality presented in the film clips. Data
were collected through pre and post-tests, video recordings of peer
discussions, and screen recordings of participants’ interaction with the
annotated film clips. Findings showed that film annotation allowed
participants to notice, retrieve and take notes on important cultural
information, which they later incorporated in discussion with peers. Based on
this evidence, and aligned with the aforementioned theoretical frameworks,
this investigation poses that intercultural learning is a fluid, iterative
process. The study also suggests that digital artifacts—as well as human
interlocutors—play an important role in enabling learning processes,
therefore, the role of such artifacts should be studied more in depth.




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