Abstract
This paper describes a pedagogical pattern for cross-cultural language
learning and its application in a case study involving learners in
Australia and China. The pattern uses a multimedia discussion tool
as its main component, supported by video conferencing and chat.
We analyze how students interacted with the tools, especially the
documents they created and the commenting behavior. Based on this
analysis, we give a set of recommendations relevant to practitioners
and researchers in technology-enhanced language learning.
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