Videoconferencing as communication for language learning

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Videoconferencing as communication for language
learning

• Tricia Coverdale-Jones
• University of Lincoln
• tcjones_at_lincoln.ac.uk

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Videoconferencing as communication for language
learning

• Context of CMC
• Features of CMC/Videoconferencing
• Pilot study
• Language learning activities
• Observed effects
• Preparation
• Advantages and Disadvantages
• Positive experience

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VideoconferencingWhat is possible or desirable?

• Can we do what we do in the classroom?
• What is the purpose of using VC?
• Advantages and disadvantages of VC?

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Videoconferencing facilities in Hull
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Videoconferencing facilities in Bernburg
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Videoconferencing as communication for language
learning

• What is possible through the use of
  videoconferencing?
• Presentation?
• By lecturer? (DMU example)
• By student(s) (FH Anhalt example)
• Communication?
• (Trials 1, 2 3, ULH)
• Aims?
• For language learning

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Videoconferencing as presentation

• http//www.jisc.ac.uk/jtap/htm/jtap-037.html
• (lecture hall style)
• http//www.lib.ic.ac.uk/av/vid_conf.html
• (meeting room style)

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Videoconferencing Context

• Hochschule Anhalt, Bernburg, Germany
• Sony- equipped studios (2)
• pre-set cameras
• first year students prepared in class
• University of Lincolnshire and Humberside
• Intel ProShare
• Desk-top system
• Meeting Room
• Final Year students

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Videoconferencing Language Learning Activities

• Trial 1 - role-play on building a new supermarket
  in historic town centre (April 1998
• Trial 2 - presentation and discussion on nuclear
  power station

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Videoconferencing Observed effects

• Interrupting turn-taking
• Impersonality discipline
• Liveliness/competition/aggression
• Preparation/ topic/authenticity
• Advantages disadvantages of VC
• Positive experience

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Videoconferencing Communicating turn-taking

• T- Do you think that you can really communicate
  with people through videoconferencing?
• Tiina Today it was very close but then again
  you couldnt actually comment straight away when
  someone said something but probably like, later
  on (Trial 2)
• H you dont really know how your partner feels
  what she thinks dont see expression of
  partners face in the same moment we speak to
  (Trial 1)

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Videoconferencing Turn-taking

• I think the response is much faster face to face.
  --- I think erm its not very personal, is it?
  but this way it takes time, so first its my turn
  to talk, and then so I have to wait, she talk and
  then its my time again, and stuff like this. So
  it isnt very personal.
• (Trial 1)

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VideoconferencingSelf-discipline

• Mi - You can hide your personality in a
  videoconference. You have the time to think
  about. You decide what you show about you. You
  decide your picture that the others can see (H
  Mmm) You can just show your face or show your
  whole body when you want to show some body
  language but its your decision what you show.
  (Trial 1)

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Videoconferencing Competition/aggression

• Ma in first conf, a bit surprised, not expected
  that we play this way (all laughing at this)
• H at end of second meeting, could see they were
  so disappointed, so sad - funny. ... We felt like
  being the winner - when we suggested that they
  build in the suburbs, in 5 minutes they agreed.

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Explanation for aggressive behaviour

• all our preparations went away
• Ma They didn't take it into account that it was
  a game/play. When we thought about .. Play like
  you're really upset. We tried before one time
  (practiced). They didn't do that - disadvantage
  for them, nothing to do with

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Preparation/ topic/authenticity

• Choice of topic
• Authenticity of Role
• Real communication

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6. What are the main advantages of using
videoconferencing for an activity of this kind?

• B - can communicate to anywhere in the world. No
  need for excessive travel expense/costs
• L - low cost than flying abroad, practice of
  languages brings students closer 2gether
• P - very interactive in comparison to email/chat.
  More personal.
• A - You can see who you are talking to. Easy to
  build a relationship
• T - can see the other party ? more personal than
  fax - telephone, email

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6. What are the main disadvantages of using
videoconferencing for an activity of this kind?

• B - Personal feel is lost.
• L - Hard on a group basis due to one-way audio
  system.
• P - Not always clear to understand.
• A - Picture soften unclear (fuzzy). Communication
  sometimes failed.
• T - timelag - connection/link problems - sound -
  volume and cut-off

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Discussion

• Preparation - pedagogical overheads
• Communicative effects
• Novelty
• Reflective learning

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Positive effects a learning experience

• It made me recognise just how arrogant and rude I
  can be ..... felt really ashamed when watching
  the video. Ill watch it again and learn from it.
  (Trial 1)

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The use of videoconferencing References

• www.exeter.ac.uk/pallas/relate
• http//www.ict4lt.org/en/index.htm
• (general ELT pedagogic issues)
• http//greco.dit.upm.es/leverage/levnews/pedagog4
  .htm
• http//www.icbl.hw.ac.uk/sandra/publications/iwc.
  html
• (describes HIPERnet project)
• http//ctiweb.cf.ac.uk/jtap/jtaplnks.html
• (JISC for technical info and discussion/ links)