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Title
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Peer interaction and scaffolded support on social media: Exercising learner autonomy
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Author
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Abstract
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| In recent years, the field of Computer Assisted Language Learning (CALL) has increasingly explored and assessed the possibilities and constraints social media and Web 2.0 hold for language education, resulting in an intricate collection of research projects, applications and recommendations (cf. Peeters & Pretorius, 2020; Reinhardt, 2019, Zourou, 2019). Next to the enquiry into the affordances of these technologies, the growing adoption of Web 2.0 in language learning has also reignited a much older debate: how to conceptualise and interpret scaffolding as a pedagogical technique (Little, Ridley, & Ushioda, 2003).This chapter presents a number of example cases to demonstrate how we can understand and interpret the concept of scaffolded support in a social media environment. |
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Language
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English
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Source (book)
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Supporting learners and educators in developing language learner autonomy / Mynard, J. [edit.]; et al. [edit.]
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Source (series)
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Autonomous language learning series
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Publication
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Hong Kong
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Candlin & Mynard
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2020
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ISBN
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979-86-448-0926-4
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Volume/pages
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p. 118-152
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Full text (publisher's version - intranet only)
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