Virtual interaction through video communication:

a step towards enriching and internationalizing

learning programsKristi Jauregi

(Utrecht University, The Netherlands)

Emerita Bañados & Omar Salazar(Universidad de Concepción, Chile)

Grenoble, EPAL 2007

Scheme

•Introduction: Epistemological and empirical context•Video communication project description

• Objectives• Process• Environment• Data• Preliminary results• On-line session

•QuestionsJauregi et al EPAL 2007

Learning & Teaching Processes

Social Constructivism Second language acquisition

Task Based Language Teaching

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Conditions necessary to promote FL acquisition

Comprehensible, rich & varied Input

(Krashen,1985)

Opportunities to produce comprehensible output

(correct & adequate to the conversational context)

(Swain, 1985)

InteractionNegotiation of

meaning, strategic use of language in a social, authentic context (Long 1985; Ellis, 2003; Lantolf,

2006)

Focus onform (Doughty

1998; Long 1998)

Emphasis in intercultural &

pragmatic aspects (Byram, 1997; Kasper 2001)

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ENRICHMENT OF LEARNING CONTEXT

ICT

Internet

Input authentic

rich & varied

OutputInteraction

CommunicationAuthenticity

E-mailDiscussion boards

ChatsBlogsWikis

VideocommunicationJauregi et al EPAL 2007

Research on SCMC

Most research has been conducted on chats (Lai & Zhao, 2006; Lee, 2004; Jepson, 2005; Pellettieri, 2000; Salaberry, 2000; Shekary & Tahririan, 2006; Smith, 2004; Tudini, 2003)

A limited number of studies has investigated audio conferencing (Hampel & Hauck, 2004; Kötter, 2004; Lamy, 2004)

And even fewer studies on videoconferencing (Wang 2006, 2007) Jauregi et al EPAL 2007

Videocommunication project Objectives: Investigate learning potential

Immersion

Improve authenticity of learningEnrich learning context Increase teaching quality

Collaboration with University of Concepción (Chile)Universities of Granada, Barcelona, Valencia (Spain)

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Videocommunication project: Process•Environment: investigate collaboration possibilities + previous pilots•New challenge: contact, coordination, techn.tests•Course selection: IntegrationUU: Spanish at B2 / UdeC: Introduction to Pragmatics•Elaboration of final tasks•Student selection - Dyad / group creation•Session planning: videoconferencing plenary session, tutorial breeze, getting to know each other, official sessions•Recordings + questionnaires

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Environments

Videocommunication• Breeze (Macromedia)

• Gratis:MSNSkype

BlogsJauregi et al EPAL 2007

Videoconferencing

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Video-web communication with Adobe connect

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Video chat with skype

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Webcam image

Logged in members

Chat

On-line writing

Shared documents

Record

Requirements

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Interaction tasks: criteria

Chapelle 2001, Ellis 2003:

•Learning potential (intercultural and linguistic issues)

•Learner fit

•Meaning focus – focus on form

•Authenticity

•Positive impact

•Relevance

•Practicality Jauregi et al EPAL 2007

Interaction tasks

4 final tasks at B2: focus on intercultural negotiation

One task a week

Average interaction time 1 h.

Dyads constant

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Tasks

1.Breaking stereotypes + Interview

2.Feedback on Interview

3.Student life in Utrecht / Concepción

4. Literature debate

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Link

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Investigate learning sequences

Qualitative data analysis•Intercultural negotiation (Byram, Belz, Kramsch)

•Interaction management: topic development, turn-taking, communicative functions… (Jauregi, 1997)

•Language Related Episodes: basic and pragmatic meaning, focus on form (Gass & Varonis; Kasper, House; Long; Shekary & Tahririan)

Students’ evaluation

Cross-cultural coordination issuesJauregi et al EPAL 2007

4,1 1,04,7 0,5Would you recommend the participation in the videocommunication project to future students?

3,7 1,04,2 0,4Would you like to keep on participating in this kind of projects?

3,8 1,24,2 0,8Do you think that the project would have to be integrated in the course you follow?

3,2 1,34,2 (yes) 1,2Would you have preferred to interact face to face with your interaction partner than through videoconferencing?

4,5 0,64,8 0,4How do you value the fact of having a constant partner?

4,5 0,85 0Did you find it interesting to communicate with a foreigner?

3,4 1,13,5 0,5Was it easy for you to communicate with a foreigner?

3,8 0,83,8 0,8How do you value Breeze the virtual environment?

3,2 0,94,8 0,4How do you value the videoconferencing project?

Utrecht (100%)M SD

Chile (30%)M SD

Evaluation sessions (results, UU)

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Results Positive Valuation�Interaction richness (Intercultural, interpersonal

and linguistic negotiation)

�Spontaneity & authenticity of communication

�Relevance of visual aspect

�Personal level

�Tasks: most interesting: Breaking stereotypes (UU M 4,4; SD 0,7 // UdeC M 4,7; SD 0,5)

�Relevance tasks / study:

UU M 4,0; SD 0,9 // UdeC M 3,7; SD 0,5

Negative aspects: technology, communication, coord

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Videocommunication sessions

1.Length: 1 h.2.They know the task before they conduct the interaction but do not know exactly what the other is going to say, information exchange: COMMUNICATION3.Frequent instances of negotiations of meaning /form/and interculturality4.More possibilities to produce more complex output by means of scaffolding & so incorporate new items5.Active role (introduce and change topics, ask questions) Jauregi et al EPAL 2007

How does videocommunication improve foreign language learning

•Learners activate all resources to understand the NS and communicate with him-her•Authentic and spontaneous communication•Develop fluency: less hestitations, pauses•Learn to take initiative •Interactions meet all conditions necessary to promote language acquisition• The objective of interaction is to communicate, understand each other, favour interpersonal relationships, learn from/with each other•Learn to become active and effective language users• Very appropriate for introvert students • Students like it Motivation

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How does videocommunication contribute to improve the quality of learning curricula?

•contributes to enrich the teaching and learning contexts •favours real and authentic communication •contributes to make the teaching and learning processes more dynamic and varied•safe environment where students feel at ease•favours learner autonomy > positive self steam•facilitates distant collaboration > importance of visual•contributes to make learning more authentic, relevant & rich, setting the student in the center of the process > motivation (Dörnyei) Jauregi et al EPAL 2007

The synchronicity may constitute a difficulty

But problems…

•Technical (sound, vision, connection)•The human factor (coordination and communication)

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Breeze

Examples *

Thank you/ merci/ gracias

Kristi.Jauregi@let.uu.nlebanados@udec.closalazar@udec.cl

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