Vigo International Journal of Applied Linguistics VIAL
Andrés Canga (1): Promoting Autonomy in Mixed-Ability Secondary Students through e-mail tandem. VIAL. Number 3/2006: 79-95.
In this article, the results of a study carried out with mixed-ability
secondary students belonging to 4th ESO (Educación Secundaria
Obligatoria/Secondary Education) at Colegio Dulce Nombre de Jesús
(Oviedo, Northern Spain) will be presented. The study took place during
the school years 2003-4 and 2004-5 , and the aim was to ascertain
whether the students were capable of gaining autonomy in learning by
means of email tandem, despite their learning difficulties. A brief
explanation of the main features of e-mail tandem and its close
relationship with autonomy, collaborative language learning and the
Common European Framework will be presented. The second part will be
devoted to the methodological aspects of the study, which is based on
action-research, as well as the instruments used to measure the
results. Finally, the results achieved by the students will be
presented, as well as the main conclusions derived from their work.
(1) Universidad de Oviedo, Spain.
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