Using Activity Theory to understand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language
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This article describes the contradictions reported by student-teachers in Barcelona who engaged in telecollaboration with transatlantic peers via Second Life, during their initial training in Teaching English as a Foreign Language.
The data analysis draws upon grounded theory and is theoretically informed by Activity Theory and the notion of contradictions. The study discusses technology-based, intra- and inter-institutional contradictions, their impact on the development of the telecollaborative activity, and outcomes in bolstering student-teachers’ conceptual understanding of Network-Based Language Instruction.