Use of Video Conferencing in Second Language Distance Learning

Use of Video Conferencing in

Second Language Distance Learning

Dr. Andreas Konstantinidis1

- A&H TEL Officer -

Co-Authors:

Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2

1 School of Arts & Humanities, King’s College London 2 Université du Maine, Le Mans France

Outline

Theory and related work EVO activity Next steps

Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2


Use of Video Conferencing in Second Language Distance Learning

School of Arts & Humanities,King’s College,

London

Theoretical Background 1/2

The dominant purpose for language learning is: Social Professional Economic

The interest in teaching languages through distance learning has grown as a result of increase in: Internet use Computer-mediated communication Social computing

Many instructors today continue to ask if technology really works and, moreover, does it work better than traditional methods.

This is the wrong research question for the distance learning field.





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Theoretical Background 2/2

Technologies are instructional tools. Effective use depends on applied pedagogy.

As technology changes, learning changes and so do teachers. Technology allows learning to be real and meaningful for learners:

Activities that require frequent interaction. Authentic (non-pedagogic) texts and communication activities linked to “real-

world” contexts. Learner-centred: allow creativity and role in instructional decisions. Engaging, challenging, purposeful experiences. Skills to be autonomous, independent, life-long learners.

Integrating innovations, such as videoconferencing, into an existing school curriculum needs a teacher who is: Innovative Flexible A manager of classroom resources





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Related Work 1/2

Blended Learning is the mixing of face-to-face teaching with online resources, course content and assessment materials Students who learn with an online component may develop their literacy skills to

a higher level than students just working in a classroom environment. Online language learning can be effective as a means of improving writing,

reading, and listening comprehension abilities.

Digital materials contribute to student progress through flexibility: Student-centred, self-paced learning, mobile learning, collaboration.

It remains hard to determine which aspects of the online learning environment were responsible for these results. learning environment, pedagogical materials, Web-based task design, individual

learner differences.





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Related Work 2/2

The major complaint voiced against learning languages through a DL format is that students fail to receive enough oral practice with face-to-face speaking.

Videoconference connections increase student motivation and learning. Students who had engaged in communication tasks outperformed (in accuracy,

fluency) those who had spent the same amount of time in pattern practice.

One of the main factors affecting teaching and learning effectiveness in video conferencing is: social presence ...defined as the extent to which a communication medium allows the actual

physical presence of the communication partners to be conveyed.

Student communication should involve activities which integrate the three basic components of the foreign language syllabus: basic communicative proficiency language awareness cultural awareness





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EVO activity- description

The activity required pairs of French and English students to collaboratively translate 2 French passages into English. each pair of students produces a finished translation, together with a

commentary of 150 words in French on three difficulties encountered while translating.

The aim of the project was: to place students in a situation where they would use taught (and

practiced) skills independently, creatively and collaboratively. to help them develop a relationship with their partner to achieve and

reach a common goal. to see them function away from the teaching and give them the

opportunity to solve problems and take decision outside seminar space and mode.





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EVO activity- photos





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EVO activity- observations

Weak and shy students are enthusiastic and active Students will realise some things cannot be translated exactly Students are working together, but also failing together

Students revealed a very similar gap in their understanding of how languages and translations work

Students are acting mature and take the activity seriously Novelty of approach Use of technology Same age as partner, can relate to each other

The role of the tutor is to motivate, direct, calm and reassure the students It is important that the students establish a partnership (discussion not dictation) ES must also get something back communicate in French





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EVO activity- challenges

Planning and discussions between collaborating academics Technical issues (audiovisual) EVO interface Activity always slightly delayed Problems of attendance (e.g. weather) Same number of students No tech support in French session Some students did not check input, considered partner an

“expert”





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EVO activity- results 1/2





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Questionnaire Entry Percentage

I use social media quite extensively (Facebook, Twitter, blogs etc) 74%

I feel confident enough to connect to EVO on my own 69%

I feel confident that I could do this activity at home 59%

I rarely sought assistance from my tutor 69%

At what percentage did you use English in spoken dialogue? 53%

At what percentage did you use English in written dialogue? 57%

EVO activity- results 2/2





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Questionnaire Entry Percentage

I would like to participate in this sort of activity again in the future 77%

I prefer this activity to traditional lectures 67%

I would recommend this activity to other students and other courses 85%

I would like to collaborate on other activities with my partner 64%

I plan on keeping in touch with my partner 44%

I do not think another student partner would have helped me more 85%

Next steps 1/2

Repeat the activity next year Better definition of expectations (e.g., on grammatical

commentary) More guidance

Similar activity for semester 1 More members in collaborating teams More autonomy, independence

Other eLearning activities Student blogs Applications for cell phones and tablets Podcast recordings





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Next steps 2/2

The greatest promise is in hybrid or blended learning environments, in which technology is seamlessly integrated into everyday teaching, learning, and communicating.

Challenges Extensive user support is key to maintaining student interest and avoiding the

frustrations that commonly occur with the use of new technologies. It must be realized that not all students are ready to work independently and take

responsibility for the direction their own learning. Hard to determine which aspects of the learning approach were responsible for

results.

Other technologies that hold the capacity for language learning include mobile devices (phones, tablets) and social media.

Schools will need to transform, in order to encourage connected, actively involved, lifelong learners and foster values such as innovation, creativity and curiosity.





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Thank you

Slides: http://techenlearn.blogspot.co.uk/ For more information

Dr. Andreas Konstantinidis - A&H Technology Enhanced Learning Officer

[email protected], @AndyKons Dr. Ian Barrett - A&H Technology Enhanced Learning Co-ordinator

[email protected] Dr. Soizick Solman - French Department Language Director

[email protected] Charlotte Estrade - Université du Maine

[email protected]





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Use of Video Conferencing in Second Language Distance Learning

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