Hostname: page-component-5b777bbd6c-gcwzt Total loading time: 0 Render date: 2025-06-19T12:04:09.670Z Has data issue: false hasContentIssue false
  • English
  • Français

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

Published online by Cambridge University Press:  27 April 2012

Regine Hampel  and
Ursula Stickler
Regine Hampel
Affiliation:
Centre for Research in Education and Educational Technology, Walton Hall, The Open University, Milton Keynes MK7 6AA, United Kingdom (email: r.hampel@open.ac.uk)
Ursula Stickler
Affiliation:
Department of Languages, Walton Hall, The Open University, Milton Keynes MK7 6AA, United Kingdom (email: u.stickler@open.ac.uk)
Get access Rights & Permissions [Opens in a new window]

Abstract

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 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.

Keywords

computer-mediated communicationonline language learning and teachingonline classroom discoursevirtual learning environmentsvideoconferencing
Type
Research Article
Information
ReCALL , Volume 24 , Issue 2 , 27 April 2012 , pp. 116 - 137
Copyright
Copyright © European Association for Computer Assisted Language Learning 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Blake, R. (2005) Bimodal CMC: The glue of language learning at a distance. CALICO, 22(3): 497–511.CrossRefGoogle Scholar
Brouwer, C.Wagner, J. (2004) Developmental issues in second language conversation. Journal of Applied Linguistics, 1(1): 29–47.CrossRefGoogle Scholar
Ciekanski, M.Chanier, T. (2008) Developing online multimodal verbal communication to enhance the writing process in an audio-graphic conferencing environment. ReCALL, 20(2): 162–182.CrossRefGoogle Scholar
Cunningham, U., Beers Fägersten, C.Holmsten, E. (2010) “Can you hear me, Hanoi?” Compensatory Mechanisms Employed in Synchronous Net-Based English Language Learning. The International Review of Research in Open and Distance Learning, 11(1). http://www.irrodl.org/index.php/irrodl/article/view/774/1488CrossRefGoogle Scholar
de los Arcos, B. (2010) Emotion in online distance language learning: learners’ appraisal of regret and pride in synchronous audiographic conferencing. Unpublished PhD dissertation. Milton Keynes: The Open University.Google Scholar
Debski, R.Levy, M. (1999) Introduction. In: Debski, R. and Levy, M. (eds.), WORLDCALL: Global Perspectives on Computer-assisted Language Learning. Lisse: Swets and Zeitlinger, 8–10.Google Scholar
Ellis, R. (2003) Task-based Language Learning and Teaching. Oxford: Oxford University Press.Google Scholar
Firth, A.Wagner, J. (1997) On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research. The Modern Language Journal, 81(iii): 285–300.CrossRefGoogle Scholar
Flewitt, R., Hampel, R., Hauck, M.Lancaster, L. (2009) What are multimodal data and transcription? In: Jewitt, C. (ed.), The Routledge Handbook of Multimodal Analysis. London: Routledge, 40–53.Google Scholar
Goodfellow, R.Lea, M. (2007) Challenging E-learning in the University. Maidenhead: SRHE/Open University Press.Google Scholar
Hall, J. K. (1997) A consideration of SLA as a theory of practice. Modern Language Journal, 81: 301–306.CrossRefGoogle Scholar
Hampel, R. (2007) New literacies and the affordances of the new media: Using audiographic computer conferencing for language learning. In: Schneider, S. and Würffel, N. (eds.), Kooperation and Steuerung: Fremdsprachenlernen und Lehrerbildung mit digitalen Medien (Gießener Beiträge zur Fremdsprachendidaktik). Tübingen: Gunter Narr Verlag, 33–53.Google Scholar
Hampel, R.Hauck, M. (2004) Towards an Effective Use of Audio Conferencing in Distance Language Courses. Language Learning & Technology, 8(1): 66–82. http://llt.msu.edu/vol8num1/hampel/default.htmlGoogle Scholar
Hampel, R.Stickler, U. (2005) New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4): 311–326.CrossRefGoogle Scholar
Heins, B., Duensing, A., Stickler, U.Batstone, C. (2007) Spoken interaction in online and face-to-face language tutorials. CALL (Computer Assisted Language Learning), 20(3): 279–295.CrossRefGoogle Scholar
Ho, D. G. E. (2007) Classroom Talk: Exploring the Sociocultural Structure of Formal ESL Learning. Bern: Peter Lang.Google Scholar
Jepson, K. (2005) Conversations – and negotiated interaction – in text and voice chat rooms. Language Learning and Technology, 9(3): 79–98. http://llt.msu.edu/vol9num3/jepson/default.htmlGoogle Scholar
Jewitt, C. (2004) Multimodality and New Communication Technologies. In: Levine, P. and Scollon, R. (eds.), Discourse and Technology: multimodal discourse analysis. Washington, DC: Georgetown University Press, 184–195.Google Scholar
Kenning, M.-M. (2010) Differences that make the difference: a study of functionalities in synchronous CMC. ReCALL, 22(1): 3–19.CrossRefGoogle Scholar
Kreijns, K. P., Kirschner, A.Jochems, W. (2003) Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19: 335–353.CrossRefGoogle Scholar
Lamy, M.-N.Hampel, R. (2007) Online Communication in Language Learning and Teaching. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Lamy, M.-N.Goodfellow, R. (1999) Reflective Conversations in the Virtual Language Classroom. Language Learning and Technology, 2(2): 43–61. http://llt.msu.edu/vol2num2/article2/index.htmlGoogle Scholar
Lankshear, C., Gee, J. P., Knobel, M.Searle, C. (1997) Changing Literacies. Buckingham and Philadelphia: Open University Press.Google Scholar
Lantolf, J. P. (2000) Second Language Learning as a Mediated Process. Language Teaching, 33(2): 79–96.CrossRefGoogle Scholar
Long, M. H. (1983) Linguistic and Conversational Adjustments to Non-Native Speakers. Studies in Second Language Acquisition, 5(2): 177–193.CrossRefGoogle Scholar
Long, M. H.Robinson, P. (1998) Focus on Form: Theory, Research, and Practice. In: Doughty, C. and Williams, J. (eds.), Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press, 15–41.Google Scholar
Mercer, N., Littleton, K.Wegerif, R. (2004) Methods for Studying the Processes of Interaction and Collaborative Activity in Computer-based Educational Activities.. Technology, Pedagogy and Education, 13(2): 195–213.CrossRefGoogle Scholar
Mondada, L.Pekarek Doehler, S. (2004) Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom. The Modern Language Journal, 88(iv): 501–518.CrossRefGoogle Scholar
Norris, S. (2004) Analyzing Multimodal Interaction: A Methodological Framework. New York: Routledge.CrossRefGoogle Scholar
Örnberg Berglund, T. (2009) Multimodal student interaction online: an ecological perspective. ReCALL, 21(2): 186–205.CrossRefGoogle Scholar
Satar, H. M. (2011) Social presence in online multimodal communication: a framework to analyse online interactions between language learners. Unpublished PhD dissertation. Milton Keynes: The Open University.Google Scholar
Scheffel-Dunand, D. (2006) Bimodal Communication over Webcasts: From CSCL to CALL. Computer Assisted Language Learning, 19(4+5): 341–355.CrossRefGoogle Scholar
Sotillo, S. M. (2000) Discourse functions and syntactic complexity in synchronous and asynchronous communication. Language Learning and Technology, 4(1): 82–119. http://llt.msu.edu/vol4num1/sotillo/default.htmlGoogle Scholar
Stickler, U., Batstone, C., Duensing, A.Heins, B. (2005) Distance and Virtual Distance. Preliminary results of a study of interaction patterns in synchronous audio graphic CMC and face-to-face tutorials in beginners’ language tutorials. In: Proceedings of the 2004 International Symposium on Applied Linguistics and Language Teaching. Beijing and Shanghai: University of Northern Iowa, 740–750.Google Scholar
Stickler, U., Batstone, C., Duensing, A., Heins, B. (2007) Distant Classmates: speech and silence in online and telephone language tutorials. EURODL (European Journal of Open, Distance and E-Learning) 2007(II). http://www.eurodl.org/materials/contrib/2007/Stickler_Batstone_Duensing_Heins.htmlGoogle Scholar
Stickler, U.Hampel, R. (2010) CyberDeutsch: Language production and user preferences in a Moodle virtual learning environment. CALICO Journal, 28(1): 49–73.CrossRefGoogle Scholar
Stockwell, G. (2007) A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL, 19(2): 105–120.CrossRefGoogle Scholar
Varonis, E. M.Gass, S. (1985) Non-native/Non-native Conversations: A Model for Negotiation of Meaning. Applied Linguistics, 6(1): 71–90.CrossRefGoogle Scholar
Wang, Y. (2004) Supporting synchronous distance language learning with desktop videoconferencing. Language Learning and Technology, 8(3): 90–121. http://llt.msu.edu/vol8num3/wang/default.htmlGoogle Scholar
Wang, Y., Chen, N. S.Levy, M. (2010) The design and implementation of a holistic training model for language teacher education in a cyber face-to-face learning environment. Computers and Education, 55(2): 777–788.CrossRefGoogle Scholar
Warschauer, M. (2000) On-line Learning in Second Language Classrooms: An Ethnographic Study. In: Warschauer, M. and Kern, R. (eds.), Network-based Language Teaching: Concepts and Practice. Cambridge: Cambridge University Press, 41–58.CrossRefGoogle Scholar
Weininger, M. J.Shield, L. (2003) Promoting Oral Production in a Written Channel: An Investigation of Learner Language in MOO. Computer Assisted Language Learning, 16(4): 329–349.CrossRefGoogle Scholar
Wertsch, J. V. (1991) A Sociocultural Approach to Socially Shared Cognition. In: Resnick, L. B., Levine, J. M. and Teasley, S. D. (eds.), Perspectives on Socially Shared Cognition. Washington, DC: American Psychological Association, 85–100.CrossRefGoogle Scholar
Wertsch, J.V. (2002) Computer Mediation, PBL, and Dialogicality. (Special issue). Distance Education, 23(1): 105–108.CrossRefGoogle Scholar