Integrating cross-cultural interaction through video-communication and virtual worlds in FLT programs: burden or added value?
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The document discusses a study that examined integrating cross-cultural interaction through video communication and virtual worlds in foreign language teaching programs. The study found that: 1) Foreign language learners generally had positive experiences with the virtual interactions and noted improvements in speaking skills and reduced anxiety. 2) Learners in experimental groups that participated in virtual interactions showed significant increases in perceived language competence and decreases in speaking anxiety compared to a control group. 3) Learners who participated in the virtual interactions showed more improvement from pre- to post-language tests than the control group, indicating the interactions added to learning. 4) Analysis of interaction recordings found learners received rich language input and used the language meaning
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Integrating cross-cultural interaction through video-communication and virtual worlds in FLT programs: burden or added value?
- 1. Integrating cross-cultural interaction through video-communication and virtual worlds in FLT programs: burden or added value? Kristi Jauregi, Rick de Graaff & Silvia Canto Utrecht University and partners Eurocall 2011
- 3. How? Interaction Telecollaboration Learner centeredness ICC Authenticity of language learning Blended learning
- 4. Second Life Open Sim Video- communication Adobe connect Virtual worlds NIFLAR 2009-2011, Virtual environments:
- 11. Language learners’ experiences Environment “ Transcription of unknown (new) words or difficult words (spelling)” “ To see facial Expressions and gestures, it helps the communication” (VWC) “ Eye-contact motivates to talk more” (VWC) “ It’s more anonimous, so less nervous” (VW) X: 2,8 X: 2,6 X: 3,7 X: 3,0 X: 4,1 X: 3,6
- 12. Language learners’ experiences Learning outcomes 4,2 4,1 3,8 3,9 4 4,4 3,9 3,5 3,7 3,9 3,7 4
- 13. Foreign language learners’ experiences: positive aspects “ Step by step you learn to speak more easily in the target language without feeling any boundaries . It improves your talking skills ” “ We learned a lot of new words , known culture and lifestyle in the Netherlands. I have no fear of speaking ” “ I had an opportunity to talk with a native speaker which is not very frequent in the language course. We had also interesting tasks , so it was something different than a normal lesson” “ Personally I think that the greatest thing is that we made new friends from the Netherlands so we can keep in touch and keep improving”
- 17. Start interaction sessions 5 point Likert scale Spanish
- 18. I get very worried if I make mistakes when interacting in the target language Start interaction sessions 5 point Likert scale Spanish
- 19. I feel nervous when speaking in the target language Start interaction sessions 5 point Likertscale Spanish
- 22. Interaction effect between condition and pre- and post-tests was found to be significant. In other words, the difference between pre- and post- test scores depends on the specific condition (F 2, 34 = 5.01; p = .012). The results show that the difference between pre- and post- oral tests depends on the specific condition. Especially in the SL and VWC condition students show on average more progression than in the control condition. Hence, both SL and VWC have an additive effect on students’ test scores. Learning effect. Results.
- 24. Interaction analysis Click to access recording
- 25. Interaction analysis Click to access recording
Hinweis der Redaktion
- Promoting blended learning Face-to-face classroom teaching Telecollaboration: To enhance oral interaction & ICC Using synchronous tools that enable oral distant interaction with expert peers According to relevant and meaningful tasks
- Attention first needs to be addressed to an individual level , the learner’s psychobiographical & educational background. This pespective entails everything the learner brings into the learning process. There are 2 areas here of imprtance: 1. ls current level of ICC 2. ls’ motivation & expectations > imprtance of good supervision from teachers Social and economic value of the TL. Proficiency mismatch between partners. Students’ level of intercultural competence (appropriate attitudes to culture & in interaction, curiosity, openness, tolerance, pragmatic concerns of interaction, willingness to communicate & to make an effort to develop a personal relationship). Misalignment of academic matters (calendars, technological access to technology, novelty, forms of assessment, didactic approaches, language and culture, task design, relationship between teachers ) > organisation. Classroom level: 3, 4, 5 are placed at the interface because decisions in these fields usually have a direct effect on both classooms. Oher areas (6 & 7) influence rather the local classroom situation. (3) Good teacher teacher relationship is very important. Telecollaboration being a form of virtual team teaching that requires thorough consensus on all the facets of the cooperation. (4) Task design: crucial aspect within collaboration the thematic content & sequencing require careful consideration. What tasks are suitable for telecollaboration? Are there patterns for the sequencing of tasks that can be recommended
- because i think its important know something about my partner to feel more at ease and talk freely Easier to speak to someone you know To evolve you speaking skills during the sessions. Otherwise you have to start again each session. The pre-service teacher knows your speaking skills and can see progress. But there were also students who like to switch partners so that they could here different accents, different ways of communicating etc. Voordelen videocommunication: -To see facial expressions when talking to someone You can communicate like in “real live” with people who live in another country. You could use the drawing board to upload pictures while seeing and hearing your partner talk. Voordelen Second Life: To be able to visit virtual places and use the objects in the Virtual World for a conversation with my spanish partner. Our avatars really could “act” in Second Life and we could discuss our actions in voice. “ Travel” to other (virtual) countries and see things we talked about
- Survey covered: A ttitudes towards interacting with native speakers (willingness to communicate): Learning goals: I really get to learn the language well by speaking with native speakers ; By learning this language I get new ideas and I am broadening my horizon ; I like speaking to native speakers in the target language ; Linguistic self-confidence: My competence in the target language is sufficient to communicate with native speech partner(s), Because of my positive attitude I can communicate well with native speech partners ; I can easily adapt to native speech partner(s) while speaking in the target language ; I can explain myself well in the target language ; I understand (almost) everything that is being said to me by native speech partner(s) in the target language; Language anxiety: I feel nervous when speaking in the target language; I get very worried if I make mistakes when interacting in the target language; Attitudes towards the course: I enjoy the language course this semester ; I feel I am making progress in the target language this semester; Attitudes to the L2 culture: I feel that there are hardly any cultural differences between the native speakers’ country and my country .
- Survey covered: A ttitudes towards interacting with native speakers (willingness to communicate): Learning goals: I really get to learn the language well by speaking with native speakers ; By learning this language I get new ideas and I am broadening my horizon ; I like speaking to native speakers in the target language ; Linguistic self-confidence: My competence in the target language is sufficient to communicate with native speech partner(s), Because of my positive attitude I can communicate well with native speech partners ; I can easily adapt to native speech partner(s) while speaking in the target language ; I can explain myself well in the target language ; I understand (almost) everything that is being said to me by native speech partner(s) in the target language; Language anxiety: I feel nervous when speaking in the target language; I get very worried if I make mistakes when interacting in the target language; Attitudes towards the course: I enjoy the language course this semester ; I feel I am making progress in the target language this semester; Attitudes to the L2 culture: I feel that there are hardly any cultural differences between the native speakers’ country and my country .
- Analysis of the interaction sessions show that varied meaningful sequences arise. Participants exchange social and cultural meaning spontaneously. There are frequent instances of negotiation of meaning, both linguistic and cultural, as participants collaborate with each other reflecting upon and clarifying concepts, customs, styles or behaviors resorting to their personal knowledge and experiences. The environment elicits different interaction patterns. Sequences in video-web communication are static, visual-cues (facial expressions, body language, laughter) play a crucial role in the exchanges intensifying and clarifying meaning and contribute to enhance interpersonal relationships. Sequences in virtual worlds, on the other hand, are dynamic and action related. Unpredicted context specific sequences emerge, as avatars change their appearance or unexpected things happen, which frequently also elicit hilarious communication exchanges. There were many instances of laughter, with participants sharing empathy and working towards creating symmetrical relations during the interaction exchanges trying to strengthen interpersonal relationships and solidarity.
- Analysis of the interaction sessions show that varied meaningful sequences arise. Participants exchange social and cultural meaning spontaneously. There are frequent instances of negotiation of meaning, both linguistic and cultural, as participants collaborate with each other reflecting upon and clarifying concepts, customs, styles or behaviors resorting to their personal knowledge and experiences. The environment elicits different interaction patterns. Sequences in video-web communication are static, visual-cues (facial expressions, body language, laughter) play a crucial role in the exchanges intensifying and clarifying meaning and contribute to enhance interpersonal relationships. Sequences in virtual worlds, on the other hand, are dynamic and action related. Unpredicted context specific sequences emerge, as avatars change their appearance or unexpected things happen, which frequently also elicit hilarious communication exchanges. There were many instances of laughter, with participants sharing empathy and working towards creating symmetrical relations during the interaction exchanges trying to strengthen interpersonal relationships and solidarity.
- Analysis of the interaction sessions show that varied meaningful sequences arise. Participants exchange social and cultural meaning spontaneously. There are frequent instances of negotiation of meaning, both linguistic and cultural, as participants collaborate with each other reflecting upon and clarifying concepts, customs, styles or behaviors resorting to their personal knowledge and experiences. The environment elicits different interaction patterns. Sequences in video-web communication are static, visual-cues (facial expressions, body language, laughter) play a crucial role in the exchanges intensifying and clarifying meaning and contribute to enhance interpersonal relationships. Sequences in virtual worlds, on the other hand, are dynamic and action related. Unpredicted context specific sequences emerge, as avatars change their appearance or unexpected things happen, which frequently also elicit hilarious communication exchanges. There were many instances of laughter, with participants sharing empathy and working towards creating symmetrical relations during the interaction exchanges trying to strengthen interpersonal relationships and solidarity.