The theory of affordances (Gibson, 1977) came into focus in humancomputer interactions and ecological interactive design to explore design strategies to support the actor in direct perception of action possibilities in the operation of things. However, few studies have analysed the basis of affordances in the cultural-historical development of human activity in systems that have substantial socio-cultural, pedagogical, and technological components. This study aims to identify the designed and emerging affordances in an asymmetrical (tutor-learner) videoconferencing environment for language learning. Following Engeström's (2014) Cultural Historical Activity Theory (CHAT) and an ecological Computer Assisted Language Learning (CALL) perspective, I analyse interactions between the design for language learning and technology use at the macro, meso, and micro levels of a videoconferencing project between French tutors and Irish students. I investigate how the designed technological, linguistic, and educational affordances are perceived and acted upon by the tutor-learner activity systems triggering the emergence of new affordances.
D rawing on Gibson's (1977) theory of affordances, Computer-Assisted Language Learning (CALL) affordances are a combination of technological, social, educational, and linguistic affordances (Blin, 2016). This paper reports on a preliminary study that sought to identify the emergence of affordances during an online video conferencing session between teacher trainees specialising in French as a Foreign Language and learners of French from an Irish university. We use Cultural Historical and Activity Theory (CHAT) (Engeström, 1987) as our epistemological framework to explore CALL affordances as they emerged in two tutor-learner triads. Deviations from the lesson plan are identified and some of the factors that promote or hinder the emergence of affordances for second language development in similar environments are highlighted.
An important part of second language learning is conversation which is best practised with speakers whose native language is the language being learned. We facilitate this by pairing students from different countries learning each others' native language. Mixed groups of students have Zoom calls, half in one language and half in the other, in order to practice and improve their conversation skills. We use Zoom video recordings with audio transcripts enabled which generates recognised speech from which we extract timestamped utterances and calculate and visualise conversation metrics on a dashboard. A timeline highlights each utterance, colour coded per student, with links to the video in a playback window. L2L was deployed for a semester and recorded almost 250 hours of zoom meetings. The conversation metrics visualised on the dashboard are a beneficial asset for both students and lecturers.
This paper proposes to explore the theory of affordances in the light of cultural historical activity theory (CHAT) to study affordances in complex Computer Assisted Language Learning (CALL) environments. The term ‘affordance’ designates an action possibility that is offered by an environment or an object to an actor in the environment either “for good or ill” (Gibson, 1979). It depends not only on the inherent characteristics of the environment but also on the users’ perception and action capabilities. CALL affordances are said to be a unique combination of social, educational, linguistic, and technological affordances (Blin, 2016a). However, there is limited research to date that looks at affordances from an ecological perspective linking the micro moment-to-moment interaction levels with the macro level within which they are embedded in educational contexts (Blin, 2016a). This paper explores the analytical tools of CHAT (Leontyev, 1978; Engeström, 1987) as particularly suitable to investigate affordances at the macro, meso and micro levels of technology-mediated sociocultural educational contexts in CALL.
Second language (L2) learning can be enabled by tandem collaboration where students are grouped in video conference calls while learning the native language of other student(s) on the calls. This places students in an online environment where the more outgoing can actively contribute and engage in dialogue while those more shy and unsure of their second language language skills can sit back and coast through the calls. We have built and deployed the L2L system which records timings of conversational utterances from all participants in a call. We generate visualisations including participation rates and timelines for each student in each call and present these on a dashboard. Students can self-reflect and perhaps target improving their levels of engagement for subsequent calls. We have recently developed a measure called personal conversational volatility for how dynamic has been each student’s contribution to the dialogue in each call. This measures whether a student’s contribution was interactive with a mixture of interjections perhaps interrupting and agreeing with others combined with longer contributions, or whether it consisted of regular duration contributions with not much mixing. We present an analysis of conversational volatility measures of a sample of 19 individual English-speaking students from our University at lower intermediate-intermediate level (B1/B2) in their target language which was French, in each of 86 tandem telecollaboration calls over one teaching semester. Our analysis shows that students varied considerably in how their individual levels of engagement changed as their telecollaboration meetings progressed. Some students got more involved in the dialogue from one meeting to the next while others did not change their interaction levels at all. The reasons for this are not clear from the data we have and point to a need for further investigation into the nature of online tandem telecollaboration meetings. In particular there is a need to look into the nature of the interactions and see if the choices of discussion topics were too difficult for some lower intermediate students and that may have influenced their engagement in some way.
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