The use of videoconferencing to support multimodal interaction in an online language classroom

The introduction of virtual learning environments has made new tools available that have the potential to support learner communication and interaction, thus aiding second language acquisition both from a psycholinguistic and a sociocultural point of view. This article focuses on the use of videoconferencing in the context of a larger exploratory study to find out how interaction was influenced by the affordances of the environment. Taking a mainly qualitative approach, the authors analysed the written and spoken interaction in the recorded videoconferencing sessions, alongside examining some quantitative data to reveal participation patterns. Exploring language learning interaction in a synchronous online medium allows us to show how this is a process mediated by interaction with experts and peers as well as by the artefacts used (e.g. technology) and how learners use and combine multiple modes to make meaning. Our findings illustrate how an online videoconferencing environment with its multiple modalities can be used in language teaching, how teachers and learners adapt to the multimodal online environment and how new patterns of communication emerge in the process

Qualitative and mixed methodology for online language teaching research

This paper provides an overview of CALL (Computer Assisted Language Learning), its history and current developments. It presents a rationale for moving CALL research forward, and outlines a particular approach to researching online language teaching and learning: the use of qualitative methodology. It is in this historical context that a case for more qualitative and integrative research designs is made. Examples of qualitative and mixed method studies are taken from the context of language teaching at the Open University in the United Kingdom, the largest institution of its kind in Europe, with a remit of teaching all subjects at university level to adults, regardless of their prior qualifications. With the help of these examples the scope and promise of qualitative approaches are discussed

Interaction in Emergency Remote Higher Education: A Case Study

Emergency Remote Education (ERE) has provided an effective response to the education emergency created by the coronavirus outbreak. Teachers, lecturers and students have experimented with new teaching and learning strategies and digital tools, adjusting to the possibilities and the constraints of computer-mediated communication. This study investigates a case study to show how multimodal interaction, communication and engagement can be established during video lessons in English courses delivered in a university environment. Data collected through the participant observation of a 2-hour- online class will be analysed combining classroom discourse and multimodal analysis to investigate synchronous interaction and the different modes of meaning-making emerging during emergency remote teaching and learning. The goal of the present study is twofold: on the one hand, it aims to contribute to the discussion of the short-term and mediumterm impact of wisdom gained during ERE on academic teaching in terms of interaction and multimodality. On the other hand, it sheds light on challenges and best practices revealed during ERE classes, which at the same time could contribute to improve lecturers’ interactional competence in terms of ways of interacting and meaning-making in an instructional context

Interaction in Emergency Remote Higher Education: A Case Study

Emergency Remote Education (ERE) has provided an effective response to the education emergency created by the coronavirus outbreak. Teachers, lecturers and students have experimented with new teaching and learning strategies and digital tools, adjusting to the possibilities and the constraints of computer-mediated communication. This study investigates a case study to show how multimodal interaction, communication and engagement can be established during video lessons in English courses delivered in a university environment. Data collected through the participant observation of a 2-hour- online class will be analysed combining classroom discourse and multimodal analysis to investigate synchronous interaction and the different modes of meaning-making emerging during emergency remote teaching and learning. The goal of the present study is twofold: on the one hand, it aims to contribute to the discussion of the short-term and mediumterm impact of wisdom gained during ERE on academic teaching in terms of interaction and multimodality. On the other hand, it sheds light on challenges and best practices revealed during ERE classes, which at the same time could contribute to improve lecturers’ interactional competence in terms of ways of interacting and meaning-making in an instructional context

A scoping review of videoconferencing systems in higher education:Learning paradigms, opportunities, and challenges

Videoconferencing as a learning tool has been widely used among educators and learners in order to induce effective communication between learners and teachers or learners and their peers, especially when face-to-face means are not possible. Different types of videoconferencing platforms or systems have emerged for use in today’s higher education institutions. Previous research has focused on examining the potential of three different forms of videoconferencing systems: desktop videoconferencing (DVC), interactive videoconferencing (IVC), and Web videoconferencing (WVC). In this study, a review of the literature was conducted to increase the current knowledge regarding the use of these videoconferencing systems. A classification of the videoconferencing paradigms from the constructivism and cognitivism perspectives was provided. The summary of the results for these videoconferencing systems revealed specific learning opportunities, outcomes, and challenges for both learners and instructors. The results suggest that current policy and teaching strategies are not ready to provide an accessible and comprehensive learning experience in DVC and IVC. Relative to previously conducted studies regarding the use of videoconferencing in higher education, this study offers a broader consideration of relevant challenges that emerge when using certain videoconferencing systems in both learning and teaching situations

Comparación de la interacción oral de estudiantes de alemán L3 presenciales y online en una tarea de aula

La práctica sincrónica de las destrezas orales en lengua extranjera en el marco de tareas y en entornos de formación en línea se ha desarrollado rápidamente gracias al espectacular avance de las posibilidades tecnológicas. En el artículo se presentan el diseño y los resultados de un proyecto piloto y del estudio posterior en el que se compara la interacción cara a cara de 6 estudiantes de alemán L3 con la interacción en línea a través de conferencia web de otros 6 estudiantes mientras realizan una tarea oral administrada a fin de llevar a cabo el estudio. El análisis cualitativo se centra en aspectos discursivos tales como pausas, solapamientos e interrupciones así como en la complejidad del discurso y la competencia organizativa y, presta especial atención a la resolución colaborativa de la tarea. Los resultados del estudio apuntan a que en los datos analizados no se detectan diferencias significativas entre los dos grupos por el hecho de realizar la tarea cara a cara o bien a través de conferencia web; si se exceptúan un mayor número de pausas, interrupciones y pequeños solapamientos en los cambios de turno originadas mayoritariamente por problemas técnicos de conectividad en la interacción en línea

Implementing a multimodal online program for very young learners of Russian: Educators' perspective

CALL and MALL learning programs have been introduced by preschool teachers into their language classrooms (Sadykova, Kayumova, Khalitova, Gimaletdinova, 2017; Segers Verhoeven, 2003), despite reports saying that some of these programs have little educational value (Kazanci Okan, 2009). This exploratory mixed-methods study aims at examining how Russian language kindergarten and preschool teachers integrate resources of a Russian language online school Live Fairytales™ (Zhivye skazki, 2017) and what design elements of this multimodal digital resource they find conducive or impediment to successful language acquisition by young learners. The data come from the reports of six teachers and survey responses of 18 educators who described and reflected on their experiences integrating resources of the Russian language online school. The data show that teachers made productive use of the digital resource by utilizing its multimodal presentation of the content, integrating interactive activities mostly in a whole-class format, and creating an engaging and enjoyable learning environment of play. Visual representation of material was reported to be the most valuable and necessary for accompanying audio input, introducing or practicing vocabulary, supporting listening comprehension, and overall motivating very young learners to stay on task. This study extends our understanding of what early childhood educators expect from quality digital resources and how they integrate them into educational programs that support language acquisition of bilingual and multilingual preschool children.

A semiotic perspective on webconferencing-supported language teaching.

International audienceIn webconferencing-supported teaching, the webcam mediates and organizes the pedagogical interaction. Previous research has provided a mixed picture of the use of the webcam: while it is seen as a useful medium to contribute to the personalization of the interlocutors’ relationship, help regulate interaction and facilitate learner comprehension and involvement, the limited access to visual cues provided by the webcam is felt as useless or even disruptive. This study examines the meaning-making potential of the webcam in pedagogical interactions from a semiotic perspective by exploring how trainee teachers use the affordances of the webcam to produce non-verbal cues that may be useful for mutual comprehension. The research context is a telecollaborative project where trainee teachers of French as a foreign language met for online sessions in French with undergraduate Business students at an Irish university. Using multimodal transcriptions of the interaction data from these sessions, screen shot data, and students’ post-course interviews, it was found, firstly, that whilst a head and shoulders framing shot was favoured by the trainee teachers, there does not appear to be an optimal framing choice for desktop videoconferencing among the three framing types identified. Secondly, there was a loss between the number of gestures performed by the trainee teachers and those that were visible for the students. Thirdly, when trainee teachers were able to coordinate the audio and kinesic modalities, communicative gestures that were framed, and held long enough to be perceived by the learners, were more likely to be valuable for mutual comprehension. The study highlights the need for trainee teachers to develop critical semiotic awareness to gain a better perception of the image they project of themselves in order to actualise the potential of the webcam and add more relief to their online teacher presence

Digital Connections: Student Experiences in Online Language Exchanges

Exciting advances in technology have provided foreign language teachers with opportunities to connect students to native speakers of target languages. Much of the research in this area focuses on changes in proficiency or cultural sensitivity. Although valuable, the research is lacking in understanding students’ experiences online, including positive and negative feelings, challenges, as well as students’ overall opinions of the exchanges’ usefulness for learning. The present study used a mixed methods approach to examine the experiences of third-semester university students participating in online language exchanges with native speakers. A third-semester Spanish class at a large university consisting of 18 students was selected as a sample. Students were required to speak online with native Spanish speakers in the target language for 20 minutes each week. Students completed weekly surveys and a final survey, and three students were selected for semi-structured interviews. The data reveal common struggles that students face during online exchanges, methods students use for coping with these difficulties, areas of perceived growth, and social factors that affect students’ experiences. The article concludes with recommendations for what foreign language educators can do to support students in similar online exchanges