Resumen de Can You Repeat, Please? L2 Complexity, Awareness, and Fluency Development in the Hybrid “Classroom”
Gabriel A. Guillén, Robert J. Blake
This article analyzes two online Computer-Mediated Communication (CMC) activities in the context of a hybrid intermediate Spanish course for the purpose of measuring students’ fluency and complexity development. First, we examine the use of interactive asynchronous video forums, inspired by the “best recording” technique (Nation, Learning Vocabulary; Wood) where students react to other students and record their responses according to a model given by the instructor. Second, we reflect on an experiment with synchronous tandem learning within the same hybrid course, in response to O’Dowd’s (“Online Foreign Language Interaction”) suggestion to include telecollaboration projects within the core language curriculum. The satisfactory results, including the increase of complexity, language learning awareness and automaticity among hybrid students, should encourage instructors and administrators to implement these types of asynchronous and synchronous speaking activities
