e-CAL - e-Coaching et Apprentissage des Langues

e-Coaching et Apprentissage des Langues /N° de projet : 2015-1-FR01-KA204-015334
as one might in a videogame.
Briefly courses are divided into several Units, which include from 4 to 6 Lessons. The lessons are:
Learn, Reading, Listening, Magnet, Writing, and Speaking. The lessons each focus on different
aspects of learning the material in that lesson. The first four kinds are mainly drills for practicing.
Then the Writing and Speaking lessons are more interactive: learners either write some sentences
based on the instructions, or record themselves speaking a paragraph, then native speakers in the
language can give criticisms and rate the performance achieved. All skills to develop language
activities are involved
Resources http://livemocha.com/pages/methodology/
http://livemocha.com/pages/exercise-submissions/
Assessment *of the solution founding the thematic area Process
Clarity:To what extent the outcomes are systematically worked through, coherent and clearly 4
developed?
Credibility:To what extent the methodological approaches are plausible and justified? 5
Contribution: To what extent the outcome adds to knowledge and/or practice of an issue or 5
aspect regarding eCAL?
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3.3. Thematic Area Communication
Describe the solution from the perspective of eCAL
Livemocha is designed to emphasize social interaction in a tandem learning environment and the
site runs on a ―return the favour dynamic in order to receive continued help with their own
foreign language acquisition. Users must provide feedback for others, users can actively search for
language partners on the site, the site itself also suggests friends for users as they submit language
exercises. After submitting their work users have the option of selecting which friends‖ from
around the globe they would like to grade or evaluate their recently completed exercise. Plus, if
he/she don’t like a pesky one has just to press delete. These suggested friends are typically users
who speak and write the other user‘s target language at a higher proficiency level. For instance, a
native French speaker learning beginner‘s German would likely be paired with a fluent or native
German speaker who wishes to learn French. Furthermore, as users complete multiple exercises in
a row, the site requests that they take a break to evaluate the work of other users. This give-and
take method creates a form of social pressure that encourages learners to improve their target
language skills so they can not only interact more effectively with their online friends but also so
they can complete more language exercises and receive positive feedback on those exercises. L2
learner can look at people‘s profiles, see how engaged they are in the process, where they are in
the lesson plan, and how active they are in the community. From there, he/she can truly build a
list of study partners that are as motivated as him/her is to learn. In this sense, users in Livemocha
have control over their own language learning because they choose who will help them in that
process and to what extent.
The Blog
Stories, tips, updates, news and ideas about the wide world of language learning. It is divided into 3
sections: all, learners and teachers
Resources
http://livemocha.com/pages/the-livemocha-community/
Assessment *of the solution found in the thematic area Communication
Clarity:To what extent the outcomes are systematically worked through, coherent and clearly 5
developed?
Credibility:To what extent the methodological approaches are plausible and justified? 5
Contribution: To what extent the outcome adds to knowledge and/or practice of an issue or 5
aspect regarding eCAL?