Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/113540
Title: ESP intralinguistic mediation and professional knowledge building through collaborative CALL
Authors: García Sánchez, María Soraya 
UNESCO Clasification: 570111 Enseñanza de lenguas
5701 Lingüística aplicada
Keywords: CEFR CV
Collaborative Call
Communicative Mediation
ESP
Vygotskian Perspectives
Issue Date: 2022
Journal: Computer Assisted Language Learning 
Abstract: This research explores intralinguistic communicative mediation in an English for Specific Purposes (ESP) online journal writing to enhance professional development through the co-construction of meaning. It accentuates research gaps specific to learning English in the field of law under the approach of collaborative Computer Assisted Language Learning (CALL) and the Vygotskian pedagogical model of semiotic mediation with tools. The online journal writing allowed learners not only to engage in the discussions but to develop cognitive messages expressed at levels B1+/B2 of the Common European Framework of References for Languages (CEFR). The 69 participants were ESP students of English Law, a compulsory subject in a professional accredited university master’s degree in law, needed to work in Spain. The findings revealed that the three main strategies for knowledge building and intraliguistic communicative mediation were: linking to previous knowledge (class content or other), adapting the language, and breaking down complicated information. Moreover, the collaborative journal writing reinforced students’ accuracy on expert vocabulary learning through purpose-driven mediation of texts, concepts, and communication in the context of law. Further results indicated that collaborative journal writing was an effective pedagogical tool to make meaning for ESP through different interactive affordances of mediation (linguistic, cultural, social, pedagogical, and professional) by comparing legal contexts from Spain, the United Kingdom and United States.
URI: http://hdl.handle.net/10553/113540
ISSN: 0958-8221
DOI: 10.1080/09588221.2022.2025842
Source: Computer Assisted Language Learning [ISSN 0958-8221], (Enero 2022)
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