ABSTRACT

As digital technologies proliferate throughout classrooms in the United States, iPads and other mobile tablets have been heralded as tools for enhanced peer collaboration. However, little research has examined exactly how students interact with and around iPads during collaborative learning tasks. This study employs multimodal interaction analysis to investigate how secondary Spanish immersion students leveraged the physicality of the iPads as multimodal affordances when completing a world history literacy-based task in a target language. In particular, I consider how the focal students employed touch-based communicative modes to complete higher-level actions, and the potential relationship between these modes and target language development. Findings have implications for materials use research in language teaching/learning classrooms as well as progressing our understanding of the impact of iPads on classroom discourse.

摘要

随着数字技术在美国教室中的普及，iPad 和其他移动平板电脑已被视为增强同伴协作的工具。然而，很少有研究确切地研究学生在协作学习任务中如何与 iPad 互动以及如何在 iPad 周围互动。本研究采用多模态交互分析来调查中学西班牙沉浸式学生在用目标语言完成基于世界历史扫盲的任务时如何利用 iPad 的物理特性作为多模态可供性。我特别考虑重点学生如何使用基于触摸的交际模式来完成更高层次的动作，以及这些模式与目标语言发展之间的潜在关系。