Supporting oral production for professional purposes in synchronous communication with heterogenous learners

Vetter, Anna; Chanier, Thierry

doi:10.1017/s0958344006000218

Cited by 35 publications

(25 citation statements)

References 16 publications

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“…In the late 1990s, however, with the increasing robustness of the Internet, Internetbased audio-graphic conferencing applications 3 became available and have offered new ways of developing communicative oral and aural skills. Nevertheless, investigations into the use of audio-graphic technology remain scarce (see, for example, Erben 1999;Shield, Hauck & Hewer 2001;Hampel 2003;Felix 2004;Hampel, Felix, Hauck & Coleman 2005, Chanier & Vetter 2006, particularly with regard to task design for language learning and teaching facilitated by such applications (Hampel & Baber 2003;Hampel & Hauck 2004;Hauck & Hampel 2005;Rosell-Aguilar 2005). Research into audio-graphic technologies often combines various modes of communication in one single multimodal environment -for example, synchronous voice conferencing, one or more shared graphic interfaces, and text chat -allowing language learners to go beyond written interaction and to practice their speaking and listening skills online.…”

Section: Computer Assisted Language Learning and Computer Mediated Comentioning

confidence: 99%

Telecollaboration in multimodal environments: the impact on task design and learner interaction

Hauck

Youngs

2008

Computer Assisted Language Learning

100

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With the development of new digital technologies and their gradual introduction into the language classroom, the Internet enables students to reach out beyond the confines of traditional teaching and learning settings, allowing previously non-existent access to foreign languages and cultures. In telecollaborative exchanges, for example, language students use online tools to establish contact with other learners of the target language and native speakers. The learning environments for such encounters are becoming increasingly more powerful, often combining different modes of communication in one single medium, the learners' PC. In 2005, students of French at Carnegie Mellon University, US and French learners at the Open University, UK worked synchronously and asynchronously in online environments with native francophone students enrolled on a masters program in distance education at the Université de Franche Comté, France. Completing a set of three collaborative tasks, synchronous meetings took place over 10 weeks in the Open University's Internet-based audio-graphic tuition environment Lyceum, which provides multiple synchronous audio channels as well as synchronous text chat and several shared graphical interfaces. The project output, a shared reflection on cultural similarities and differences, took the form of several collaborative, asynchronous blogs. This contribution draws on data from pre-and post-treatment questionnaires, recordings of the online interactions, work published by the students in the blogs and discussions among learner and tutor participants exploring aspects of online partnership learning such as learning environment-specific affordances and their impact on task design as well as learner interaction .

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Section: Computer Assisted Language Learning and Computer Mediated Comentioning

confidence: 99%

Telecollaboration in multimodal environments: the impact on task design and learner interaction

Hauck

Youngs

2008

Computer Assisted Language Learning

100

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“…If communication, whether occurring face to face (F2F) or online, is always multimodal, in the online situation the computer medium has an impact not only on the types of modes involved, but also on the nature of what online communication is. Our study follows on from the first observations made by Vetter and Chanier (2006) concerning the correspondence between modes defined as "semiotic resources which allow the simultaneous realisation of discourses and types of (inter)action" (Kress & van Leeuwen, 2001:21). Whereas the majority of previous investigations have been based on oral communication, we focus here on writing skills.…”

Section: Introductionmentioning

confidence: 99%

Developing online multimodal verbal communication to enhance the writing process in an audio-graphic conferencing environment

Ciekanski

Chanier

2008

ReCALL

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Link to this article: http://journals.cambridge.org/abstract_S0958344008000426How to cite this article: Maud Ciekanski and Thierry Chanier (2008). Developing online multimodal verbal communication to enhance the writing process in an audio-graphic conferencing environment. ReCALL, 20, pp 162-182 AbstractOver the last decade, most studies in Computer-Mediated Communication (CMC) have highlighted how online synchronous learning environments implement a new literacy related to multimodal communication. The environment used in our experiment is based on a synchronous audio-graphic conferencing tool. This study concerns false beginners in an English for Specific Purposes (ESP) course, presenting a high degree of heterogeneity in their proficiency levels. A coding scheme was developed to translate the video data into user actions and speech acts that occurred in the various modalities of the system (aural, textchat, text editing, websites). The paper intends to shed further light on and increase our understanding of multimodal communication structures through learner participation and learning practices. On the basis of evidence from an ongoing research investigation into online CALL literacy, we identify how learners use different modalities to produce collectively a writing task, and how the multimodal learning interaction affects the learners' focus and engagement within the learning process. The adopted methodology combines a quantitative analysis of the learners' participation in a writing task with regard to the use of multimodal tools, and a qualitative analysis focusing on how the multimodal dimension of communication enhances language and learning strategies. By looking at the relationship between how the learning tasks are designed by tutors and how they are implemented by learners, that is to say taking into account the whole perception of multimodal communication for language learning purposes, we provide a framework for evaluating the potential of such an environment for language learning.

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“…For example, in an English as second language acquisition module, the online Copeas experiment has been used to measure the time each of the actors (tutor and learners) has talked during the online audio-graphic synchronous sessions [18]. These measures are related to the different profiles of learners: English level, age, favorite modality of interaction [19], etc.…”

Section: How To Validate Our Tools or Indicators?mentioning

confidence: 99%

Sharing Corpora and Tools to Improve Interaction Analysis

Reffay

Betbeder

2009

Lecture Notes in Computer Science

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Supporting oral production for professional purposes in synchronous communication with heterogenous learners

Cited by 35 publications

References 16 publications

Telecollaboration in multimodal environments: the impact on task design and learner interaction

Telecollaboration in multimodal environments: the impact on task design and learner interaction

Developing online multimodal verbal communication to enhance the writing process in an audio-graphic conferencing environment

Sharing Corpora and Tools to Improve Interaction Analysis

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