Assessing Affordances of Selected Cloud Computing Tools for Language Teacher Education in Nigeria

This paper reports part of a study that hoped to understand Teacher Educators’ (TE) assessment of the affordances of selected cloud computing tools ranked among the top 100 for the year 2010. Research has shown that ICT and by extension cloud computing has positive impacts on daily life and this informed the Nigerian government’s policy to integrate ICT into education with teachers playing critical roles in this enterprise. For teachers to effectively integrate cloud computing into education they must first be able to identify the uses of these tools. It becomes necessary to understand TE’s perceptions of the affordances of the newest ICT frontier for language teacher education. Participants in the study were randomly selected Nigerian TEs studying in the United Kingdom. They used the tools for various activities and their assessments measured against a checklist. They were also asked to think aloud while using the tools while the researcher took notes of what they said. Their assessments were classified according to thematic paradigms. The results indicate that TEs were able to correctly identify intended, perceived, unintended and false affordances. The implications for language teacher education include recognizing that enlightenment and training are critical for the integration of cloud computing tools into the classroom. Stakeholders should Consider Strategic development of basic ICT infrastructure.  It may be more effective to use a comprehensive approach to adoption. Moreover there is the need for further studies with a focus on other levels of education and cloud computing tools. Keywords: Affordances, Cloud Computing, Language Teacher Educatio

Listenership in human-agent collectives: a study of unidirectional instruction-giving

Research in nonverbal listenership behaviour and instruction-giving has focused on interaction with people while paying inadequate attention to human-agent interaction even as recent research indicates that, increasing pervasive computing is significantly changing how humans interact with intelligent software agents and extending the boundaries of discourse to contexts including satellite navigation systems giving directions to drivers, self-checkout machines in supermarkets and intelligent personal assistants on smartphones. This thesis reports studies that use spontaneous listener facial actions and gestures to understand the nature and pattern of spontaneous nonverbal listenership behaviours, identification and communication in instruction-giving contexts. The research methodology used is as follows. Participants who are all L1 speakers of English (forty-eight in Study 1, six in Study 2) were tasked with assembling two Lego models using vague verbal instructions from a computer interface in Study 1 and a human instructor in Study 2 with a 15-minute time limit per iteration. The interface in study1uses three voices of which two are synthesised and one is non-synthesised human recording by a voice actor while Study 2 used a live human voice. A 24-hour long multimodal corpus was built and analysed from interactions between participants and the interface in Study 1 while a 3-hour multimodal corpus was developed from Study 2. The multimodal corpus was annotated for marked facial actions and gestures occurring at points when participants requested that instructors repeat instructions. Participant requests were nonverbal in HAI and a combination of nonverbal and verbal instructions in HHI contexts. The repetitions were quantified and classified into nine typologies. The results reveal key findings regarding the use of spontaneous nonverbal listenership behaviours as pragmatic markers indicating listener comprehension or incomprehension of instructions, perception of instructor-identities, projection of attitudes, meaning-development, task-execution strategies and interaction management even though, the agent could not attend to them in the same way a human can. Using these results, the thesis submits that there are potentials for applied linguistics theories and research to be used to identify and understand pathways to make agents more responsive to human behaviour, make human-agent interaction more credible and provides a theoretical foundation for future multidisciplinary research

Listenership in human-agent collectives: a study of unidirectional instruction-giving

Research in nonverbal listenership behaviour and instruction-giving has focused on interaction with people while paying inadequate attention to human-agent interaction even as recent research indicates that, increasing pervasive computing is significantly changing how humans interact with intelligent software agents and extending the boundaries of discourse to contexts including satellite navigation systems giving directions to drivers, self-checkout machines in supermarkets and intelligent personal assistants on smartphones. This thesis reports studies that use spontaneous listener facial actions and gestures to understand the nature and pattern of spontaneous nonverbal listenership behaviours, identification and communication in instruction-giving contexts. The research methodology used is as follows. Participants who are all L1 speakers of English (forty-eight in Study 1, six in Study 2) were tasked with assembling two Lego models using vague verbal instructions from a computer interface in Study 1 and a human instructor in Study 2 with a 15-minute time limit per iteration. The interface in study1uses three voices of which two are synthesised and one is non-synthesised human recording by a voice actor while Study 2 used a live human voice. A 24-hour long multimodal corpus was built and analysed from interactions between participants and the interface in Study 1 while a 3-hour multimodal corpus was developed from Study 2. The multimodal corpus was annotated for marked facial actions and gestures occurring at points when participants requested that instructors repeat instructions. Participant requests were nonverbal in HAI and a combination of nonverbal and verbal instructions in HHI contexts. The repetitions were quantified and classified into nine typologies. The results reveal key findings regarding the use of spontaneous nonverbal listenership behaviours as pragmatic markers indicating listener comprehension or incomprehension of instructions, perception of instructor-identities, projection of attitudes, meaning-development, task-execution strategies and interaction management even though, the agent could not attend to them in the same way a human can. Using these results, the thesis submits that there are potentials for applied linguistics theories and research to be used to identify and understand pathways to make agents more responsive to human behaviour, make human-agent interaction more credible and provides a theoretical foundation for future multidisciplinary research