Effects of webcams on multimodal interactive learning

ReCALL ◽  
2013 ◽  
Vol 25 (1) ◽  
pp. 30-47 ◽  
Author(s):  
Tatiana Codreanu ◽  
Christelle Combe Celik
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Online Courses ◽  
Interactive Learning ◽  
Multimodal Interaction ◽  
Empirical Method ◽  
Experienced Teachers ◽  
Ecological Data ◽  
Online Teachers ◽  
Master Of Arts

AbstractThis paper describes the multimodal pedagogical communication of two groups of online teachers; trainee tutors (second year students of the Master of Arts in Teaching French as a Foreign Language at the University Lumière-Lyon 2) and experienced teachers based in different locations (France, Spain and Finland). They all taught French as a Foreign Language to a group of students from UC Berkeley in 2010. They participated in a project using a desktop videoconferencing platform (VISU1) designed for delivering online courses. The study focuses on the webcam's effects on teaching and learning and tries to answer the following question: how does multimodal interaction affect interactive learning? Our hypothesis is that experienced teachers channel information through the webcam more efficiently and effectively in order to engage learners in knowledge construction. This paper presents the results of research based on an empirical method of collecting ecological data.

scholarly journals An in-depth exploration of the effects of the webcam on multimodal interactive learning

2012 ◽  
Vol 20 (1) ◽  
pp. 57
Author(s):  
Tatiana Codreanu ◽  
Christelle Combe Celik
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Online Courses ◽  
Interactive Learning ◽  
Multimodal Interaction ◽  
Empirical Method ◽  
Experienced Teachers ◽  
Ecological Data ◽  
Online Teachers ◽  
Master Of Arts

Current research describes multimodal pedagogical communication of two populations of online teachers; trainee tutors (second year students of the Master of Arts in Teaching French as a Foreign Language at the university Lumière- Lyon 2, France) and experienced teachers based in different locations (France, Spain and Finland). They all taught French as a Foreign Language to a group of students from UC Berkeley in 2010. They participated in a project using a desktop videoconferencing platform (VISU) designed for delivering online courses. The study focuses on the webcam’s effects on teaching and learning and tries to answer the following question: how does multimodal interaction affect interactive learning? Our hypothesis is that experienced teachers channel information through the webcam more efficiently and effectively in order to engage learners in knowledge construction. This paper presents the results of research based on an empirical method of collecting ecological data.

scholarly journals Community, Connections and Innovation in Emergency Remote Teaching and Learning

2021 ◽  
pp. 141-168
Author(s):  
Sandra Healy ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
Tertiary Education ◽  
First Year ◽  
Academic English ◽  
Community Connections ◽  
First Year University ◽  
The Impact

The emergence of the Covid-19 virus had an enormous impact on all of our lives and significantly affected the lives of first-year university students in Japan who began their tertiary education during the initial lockdown. This chapter examines the impact the move online had on these students by analysing videos created by them as part of their academic English as a Foreign Language (EFL) coursework. The videos were analysed, and 12 themes emerged which were used as a foundation for new practices focusing on the development of community and connections in online courses, particularly the use of e-mentors.

Trends in Podcast Download Frequency Over Time, Podcast Use, and Digital Literacy in Foreign Language and Literature Courses

2015 ◽  
Vol 13 (2) ◽  
pp. 15-33 ◽  
Author(s):  
M'hammed Abdous ◽  
Betty Rose Facer ◽  
Cherng-Jyh Yen
Keyword(s):  
Foreign Language ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Online Courses ◽  
Literacy Skills ◽  
Fall Semester ◽  
Face To Face ◽  
Language And Literature ◽  
Instructional Use ◽  
Trend Data

Podcasts used as supplemental material (PSM) and podcasts integrated into the curriculum (PIC) are complementing, extending, and transforming the traditional face-to-face classroom as well as blended and online courses. This paper examines podcast download frequency among students in foreign language and literature courses over a four-year period by using both students' digital literacy skills and the instructional use of the podcasts (whether PSM or PIC) as predictors. As it analyses four years of trend data between the Fall semester of 2007 and the Fall semester of 2011, the authors; study reveals that the download frequency among the PIC group was relatively higher than that of the PSM group. What's more, it shows that students' digital literacy moderated their frequency of download. This is consistent with previous findings that suggest that instructors can offer students an advantage by using thoughtfully planned and well-designed podcasting activities, which help their students hone the skills necessary for success in the second language (L2) teaching and learning environment.

scholarly journals Learning to adapt, adapting to learn: redefining online EFL teachers’ roles

2020 ◽  
pp. 221-223
Author(s):  
Theologia Michalopoulou
Keyword(s):  
Adult Learners ◽  
Online Education ◽  
Foreign Language ◽  
Online Instruction ◽  
Quantitative Research ◽  
Online Courses ◽  
Online Students ◽  
Online Teachers ◽  
Efl Teachers ◽  
Language Courses

The paper investigates Greek online students’ and instructors’ beliefs on the role that online English as a Foreign Language (EFL) teachers play in synchronous online courses delivered through Skype. Fifty-six online teachers and 93 online adult learners participated in a quantitative research project answering two different online questionnaires. The results showed that most online teachers and learners are satisfied with their technological expertise. Students’ levels of satisfaction with online courses is greater than teachers’, while there is significant association between teachers’ technology familiarization and their satisfaction with online instruction. Teachers’ technological expertise is strongly associated with their opinion on the effectiveness of online language courses. Finally, both groups agree that it is primarily the teachers’ responsibility to be familiarized with technology to support online education.

scholarly journals TED Talks as an ICT Tool to Promote Communicative Skills in EFL Students

2018 ◽  
Vol 11 (12) ◽  
pp. 106 ◽  
Author(s):  
Martínez Hernández María A ◽  
Vargas Cuevas Junior A ◽  
Ramírez Valencia Astrid
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Online Courses ◽  
English Speakers ◽  
English Learning ◽  
Communicative Skills ◽  
The World ◽  
Efl Students ◽  
Ted Talks

In many EFL classrooms in Colombia, it is evident how students struggle trying to use English to communicate; nonetheless, with the revolution of ICTs that has taken place in the last years, there is a variety of tools available to support English learning autonomously with applications, blogs, and online courses; however, many of these tools were not originally designed for teaching but can be adapted for such purpose. TED is a website and a downloadable application where videos are shared in which you can see a wide variety of English speakers born in many parts around the world speaking in a fun and familiar manner with the audience about various topics of interest that besides, come along with cultural content, which extends the range of accents, words, expressions, and ways of referring to the same topic. In this action research, we propose a reflection on the incidence of TED talks on the teaching and learning of English as a foreign language. The instruments used to collect data were interviews, questionnaires, and teacher journals. The use of these videos provided the students with all the communicative elements that allowed them to use English to express their ideas. This offers a glimpse of how useful authentic videos and subtitles are when encouraging students to learn English.

scholarly journals A STUDY ON IMPACT OF TESTING ON ENGLISH AS A FOREIGN LANGUAGE TEACHING IN A SAUDI ARABIAN UNIVERSITY

2019 ◽  
Vol 7 (2) ◽  
pp. 58-71
Author(s):  
Munagala Madhusudhan Rao ◽  
Mohammad Imdadul Haque
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Negative Influence ◽  
Foreign Language Teaching ◽  
Experienced Teachers ◽  
Background Information ◽  
Positive Sign ◽  
Negative Results ◽  
Efl Teachers ◽  
The Impact

Purpose of the study: The aim of this study is to identify if the teachers of English as a Foreign Language (EFL) yield to testing and results, while teaching. The impact of teaching on testing is called washback. Tests have positive and negative results on the students. The attitude of teachers towards washback impacts a lot on students as they play a pivotal role to reduce the impact of negative influence on teaching and learning. Methodology: A background information questionnaire is generated for 57 EFL teachers in Saudi Arabia. Besides, another questionnaire with sixteen statements is provided and the participants are asked to respond on the basis of 5-point Likert scale. The data is analyzed with the support of pi and bar charts, SPSS, students’ t-test, and ANOVA. Main Findings: This study identifies different perspectives of teachers towards the impact of testing on teaching. The experienced faculties teach students and assess them with no washback. On the other hand, the moderately experienced and less experienced teachers get affected by washback. This study identifies that experienced teachers are not influenced by testing. Applications of this study: If the universities create a platform for all EFL teachers, they can learn from one another. This study identifies that the third group, the experienced, are not influenced by testing. If their experience supports the first and the second groups, it will yield a larger benefit not only to students but also to the teaching fraternity. Novelty/Originality of this study: The experienced teachers focus more on teaching but not on testing, which is a positive sign. The moderately experienced teachers focus on both the things. The less experienced teachers are neutral to all statements. Based on the current study, the administrators can create a platform for all EFL teachers so that they can get benefitted from one another.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

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