Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy

We propose a definition of synchronous communication based on joint attention, noting that in certain mediated communication settings joint attention is a matter of perception rather than determinable fact. The most salient properties of synchronous computer-mediated communication (SCMC) are real-time pressure to communicate and a greater degree of social presence relative to asynchronous communication. These properties underlie the benefits and challenges of SCMC for language learning, which we discuss under three headings: (1) SCMC as learning tool; (2) SCMC as target competence; and (3) SCMC as setting for learner dialogue, intracultural and intercultural. We survey research themes in SCMC and preview the contributions of the Special Issue. Finally, we identify questions for future research

What drives alignment during text chat with a peer vs. a tutor?:Insights from cued interviews and eye-tracking

The authors conceived the study on which this article reports at an "Eye-tracking and SCMC" seminar at the Open University (OU). Stephen Bax, at the time just about to take up a professorship at OU, was also a contributor to the seminar, and presented his justly celebrated work exploring cognitive processes of reading-test takers using eye-tracking (Bax, 2013).On presenting our embryonic study design, we were encouraged by the reaction to the idea from Stephen Bax and the other participants to proceed with the work, and we owe a debt to him for that reason. But more generally, like many other colleagues in the field, we have been inspired by Stephen's idea of the normalisation of technology in language pedagogy (Bax, 2003; Chambers & Bax, 2006). Online communication is perhaps a paradigm case of normalisation – at least prospective normalisation: at one time an everyday activity principally among professionals like academics and scientists, later an esoteric interest for a small community of researchers into Computer Assisted Language Learning (CALL), technology-mediated communication has become pervasive in the lives of many, if not yet in language education (Plonsky & Ziegler, 2016). We hope that this study will make a contribution towards understanding the potential role of text-based communication as a common, if not yet fully normalised pedagogical activity, and the role of eye-tracking in researching it; and that it will stand as a small tribute to Stephen Bax's inspiring work

New directions in telecollaborative research and practice: Selected papers from the second conference on telecollaboration in higher education.

This collection of papers, consisting of 39 delegate contributions and three keynote articles from “New directions in telecollaborative research and practice: the second conference on telecollaboration in higher education” hosted by Trinity College Dublin in April 2016, offers a window on a rapidly evolving form of learning. Telecollaboration is used in many formats and contexts, but has as a defining feature the ability to unite learners from classrooms around the world in meaningful computer-mediated tasks and activities. This cross-disciplinary overview discusses telecollaboration in support of language and culture, teacher training, student mobility, and other disciplines and skills from a range of analytical perspectives. It will be of interest to anyone working in HE as an educator, researcher, educational designer, mobility officer, decision maker or administrator

Teacher Competences for Telecollaboration: The Role of Coaching.

This paper explores the role of coaching in enhancing teachers’ key competences for integrating Telecollaboration (TC) in their language course. A total of 23 secondary school teachers participated in this case study as part of the EU-funded project TILA. Quantitative and qualitative data were gathered via two surveys, the first one measuring coaching satisfaction and a second one tackling teacher competences. The results show that teachers highly value coaching to integrate complex pedagogical innovations in their teaching. Participants reported that coaching contributed to an improvement of key competences necessary to implement TC exchanges successfully