scholarly journals Enhancing Multimodal Interaction and Communicative Competence through Task-Based Language Teaching (TBLT) in Synchronous Computer-Mediated Communication (SCMC)

2021 ◽  
Vol 11 (11) ◽  
pp. 723
Author(s):  
Jose Belda-Medina
Keyword(s):  
Language Learning ◽  
Teacher Candidates ◽  
Online Teaching ◽  
Language Teaching ◽  
Computer Mediated Communication ◽  
Multimodal Interaction ◽  
Student Interaction ◽  
Multimodal Communication ◽  
Mediated Communication ◽  
Computer Mediated

The number of publications on live online teaching and distance learning has significantly increased over the past two years since the outbreak and worldwide spread of the COVID-19 pandemic, but more research is needed on effective methodologies and their impact on the learning process. This research aimed to analyze student interaction and multimodal communication through Task-Based Language Teaching (TBLT) in a Synchronous Computer-Mediated Communication (SCMC) environment. For this purpose, 90 teacher candidates enrolled in the subject Applied Linguistics at a university were randomly assigned in different teams to create collaboratively digital infographics based on different language teaching methods. Then, all the teams explained their projects online and the classmates completed two multimedia activities based on each method. Finally, the participants discussed the self-perceived benefits (relevance, enjoyment, interest) and limitations (connectivity, distraction) of SCMC in language learning. Quantitative and qualitative data were gathered through pre- and post-tests, class observation and online discussion. The statistical data and research findings revealed a positive attitude towards the integration of TBLT in an SCMC environment and a high level of satisfaction with multimodal communication (written, verbal, visual) and student interaction. However, the language teacher candidates complained about the low quality of the digital materials, the use of technology just for substitution, and the lack of peer-to-peer interaction in their live online classes during the pandemic.

scholarly journals A case study of a learner’s use of an online translator as a cognitive tool in a SCMC context

2019 ◽  
pp. 113-117
Author(s):  
Morgane Domanchin
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Interaction Analysis ◽  
Computer Mediated Communication ◽  
Multimodal Interaction ◽  
Mediated Communication ◽  
Teacher Trainees ◽  
Computer Mediated ◽  
Comprehension Skills

This study explores a language learner’s screen while interacting from a desktop videoconferencing device as part of an intercultural telecollaboration exchange that connected teacher-trainees and French learners. Communicative tasks involving opinion exchanges require from language learners simultaneous speaking and listening comprehension skills, which may prompt linguistic difficulties. To compensate for their weaknesses, learners had access to online resources exposing them to various and complex language use. Based on Jonassen’s (1992) work on ‘cognitive tools’ as intelligent resources that contribute to knowledge construction, the author draws on multimodal interaction analysis to question the uses of an automatic online translator in the context of Synchronous Computer Mediated Communication (SCMC). This study illustrates a learner’s technical autonomy using Google Translate (GT) to search for vocabulary while interacting with his interlocutors. It reports the learner’s emergence of a linguistic need which is followed by a search for vocabulary leading in some cases to the searched translation’s integration within the pedagogical interaction. This study raises cognitive challenges that such a practice presents for language learning.

Current Trends in Online Language Learning

2011 ◽  
Vol 31 ◽  
pp. 19-35 ◽  
Author(s):  
Robert J. Blake
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Language Instruction ◽  
Language Games ◽  
Computer Assisted ◽  
Mediated Communication ◽  
Online Language Learning ◽  
Second Language Development ◽  
Computer Mediated ◽  
Virtual Classes

Online language learning (OLL) can take place in Web-facilitated, hybrid, or fully virtual classes. These formats are beginning to attract serious attention from the language profession and, in particular, the field of computer-assisted language learning (CALL). This article traces recent studies of online learning and then focuses in on its application to language learning through tutorial CALL, social computing, and games for language learning. I strive to show that tutorial CALL and computer-mediated communication can complement each other in the service of modern language instruction, along with the inclusion of language games. Although assessment studies of OLL remain sparse, the evidence is steadily mounting that shows that these new formats can provide learning environments conducive to successful second language development when properly integrated into the curriculum.

Promoting Autonomous Language Learning in Online Environments

10.47908/9/15 ◽  
2013 ◽  
pp. 165-280
Author(s):  
Maria De Santo ◽  
Luisa Boardman
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Autonomous Learning ◽  
Mediated Communication ◽  
Face To Face ◽  
Integration Of Technology ◽  
Computer Mediated ◽  
Wide Range ◽  
The University

The Self-Access Language Centre of the University of Naples “L’Orientale” (CILA) promotes the development of autonomy in language learning, offering a wide range of technology-based resources and a language counselling service. In the last few years, to satisfy the growing need for independent language learning in our university, we have integrated autonomous learning in the SAC with online pathways and multimedia materials. We started by offering online Self-Access activities in blended courses, integrating face-to-face classroom teaching with online modules. This experiment enabled us to develop a kind of blended autonomous learning, combining a real-life SAC with online Self-Access Centres. Virtual SACs suggest a variety of language learning activities and allow learners to study a language while reflecting on their learning process. In the online SAC, language counsellors implement the language learner’s autonomy promoted in presence in the SAC, interacting with them through computer-mediated communication. In this paper we shall look at how the promotion of autonomy in language learning can be enhanced through the integration of technology-based materials and activities made available in self-access modality. Our aim is to present online resources designed to help students learn a foreign language autonomously.

Virtual worlds and language learning

2019 ◽  
Vol 11 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Sabela Melchor-Couto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teacher Perceptions ◽  
Virtual Worlds ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Affective Variables ◽  
One Step ◽  
The Eu

Technology has made an invaluable contribution to foreign language (FL) teaching, particularly so in recent years. The advanced technical capabilities offered by digital games, including voice and text chat, take the use of computer-mediated communication in language learning one step further, allowing for remote, anonymous and situated learner interaction. This article presents an overview on how virtual worlds (VWs) are being used for educational purposes and for FL teaching in particular. A literature review on existing research has been included, covering areas such as FL interaction, impact on affective variables and attitudes towards the use of these environments. Special attention will be devoted to how VW interaction may affect students’ anxiety, motivation and self-efficacy beliefs. Finally, teacher perceptions will be explored through the data collected among 179 secondary school FL teachers participating in the EU-funded TeCoLa project (‘Pedagogical differentiation through telecollaboration and gaming for intercultural and content integrated language teaching’).

scholarly journals Teletandem language learning in a technological context of education: interactions between Brazilian and German students

2015 ◽  
Vol 31 (3) ◽  
pp. 729-762
Author(s):  
Suelene Vaz da SILVA ◽  
Francisco José Quaresma de FIGUEIREDO
Keyword(s):  
University Students ◽  
Language Learning ◽  
Environmental Science ◽  
Computer Mediated Communication ◽  
Environmental Issues ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Technological Context ◽  
The University ◽  
Communication Study

ABSTRACT This paper presents data from a computer-mediated communication study conducted between a group of Brazilian university students - from Instituto Federal de Educação, Ciência e Tecnologia do Estado de Goiás, Campus Goiânia, Goiás, Brazil - who wanted to learn English, and a group of German university students - from the University of Worms, in Germany - who wanted to learn Portuguese. The cross-cultural bilingual communication was conducted in the second semester of 2010 and involved discussions on environmental issues. Adopting a qualitative perspective in the analysis, the data were derived from conversation sessions through a webconferencing software known as Openmeetings and through e-mails and some written activities developed by the students. All these were analyzed by means of sociocultural theory. Among the conclusions we reached, we observed that the participants used the software features to help them in their language learning process, discussed issues related to environmental science, as well as topics related to their personal and academic life. Regarding the languages used, the participants used English during the teletandem sessions as an anchoring language to assist their partners in learning English itself and Portuguese, as well as introduced the German language in the interaction sessions.

Web-based collaborative reading exercises for learners in remote locations: the effects of computer-mediated feedback and interaction via computer-mediated communication

ReCALL ◽  
2010 ◽  
Vol 22 (2) ◽  
pp. 112-134 ◽  
Author(s):  
Philip Murphy
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Computer Mediated Communication ◽  
Learning Context ◽  
Mediated Communication ◽  
Web Based ◽  
Remote Locations ◽  
Computer Mediated ◽  
Collaborative Reading

AbstractDespite the fact that the benefits of pair and group work for those espousing an interactionist view of second language learning are well documented (Lightbown & Spada, 1999; Long, 1981; Pica, 1994, 1996; Van Lier, 1996), learning environments exist in which students have no option but to study alone. Of particular interest for this research are learners who, despite studying in contexts supportive of collaborative interaction in the classroom, have little opportunity to interact with partners when trying to participate in collaborative reading comprehension exercises outside school. In an attempt to find a solution to this potentially inhibiting learning context, this research comprises an investigation into (a) whether the introduction of computer-mediated Elaborative feedback before Knowledge of Correct Response (KCR) feedback better promotes quality interaction and comprehension of a web-based reading text and (b) whether computer-mediated communication (CMC) offers a suitable means for generating quality interaction between peers in remote locations. While completing a web-based multiple-choice reading comprehension exercise, students worked in pairs and received either KCR feedback only, or Elaborative feedback before KCR feedback. In contrast to KCR feedback which simply comprises the correct answers, Elaborative feedback was produced in the form of hints to foster interaction and to support dyads in their attempts at self-correcting any incorrect answers. Using a multiple-try methodology, hints became increasingly specific for questions repeatedly answered incorrectly. Upon completing a follow-up comprehension exercise alone, all students were provided with KCR feedback only. Results from a quantitative analysis of the comprehension scores indicate that students who were provided with Elaborative feedback subsequently scored significantly higher on the follow-up exercise. Furthermore, results from a qualitative analysis of interactions suggest that CMC is a suitable way of generating quality interaction between students, particularly when Elaborative feedback is included.

Participation cues: Coordinating activity and collaboration in complex online gaming worlds

2010 ◽  
Vol 39 (3) ◽  
pp. 331-356 ◽  
Author(s):  
Elizabeth Keating ◽  
Chiho Sunakawa
Keyword(s):  
Computer Games ◽  
Digital Communication ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Multimodal Communication ◽  
Mediated Communication ◽  
Collaborative Activity ◽  
Communicative Practices ◽  
Computer Mediated ◽  
Different Types

AbstractThe development of digital communication technologies not only has an influence on human communicative practices, but also creates new spaces for human collaborative activity. In this article we discuss a technologically mediated context for interaction, computer games. Closely looking at interactions among a group of gamers, we examine how players are managing complex, shifting frameworks of participation, the virtual game world and the embodied world of talk and plans for action. Introducing the notion of participation cues, we explain how interactants are able to orient to, plan, and execute collaborative actions that span quite different environments with quite different types of agency, possible acts, and consequences. Novel abilities to interact across diverse spaces have consequences for understanding how humans build coordinated action through efficient, multimodal communication mechanisms. (Computer-mediated communication, language and technology, gaming, gesture, participation, multimodality)*

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