Videoconferencing Improves Students' Language Learning in the <scp>EFL</scp> Classroom

Jung, Mi-Young

doi:10.1002/tesj.112

Cited by 9 publications

(4 citation statements)

References 4 publications

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“…Compared to the high cost of traveling for face-to-face classes organized in higher institutions (Gillies, 2008), video conferencing as a distance learning tool is costeffective and highly interactive (Lamba, 2011). Some scholars in educational technology assert that video teleconferencing is effective as face-to-face classroom interaction (Jung, 2013;Rassaei, 2017). Some staunch advocates of physical presence instructional delivery have now realized that video conferencing is a viable alternative (Fitzgibbon, 2003) to faceto-face instruction.…”

Section: Video Teleconferencing For Online Teaching and Learningmentioning

confidence: 99%

Transforming higher education in Ghana in times of disruption: flexible learning in rural communities with high latency internet connectivity

Essel

Vlachopoulos

Adom

et al. 2021

JEC

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Purpose The purpose of this study is to explore the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone. In addition, the study aims to identify the associations between the audio teleconferencing and video teleconferencing in a 12-week postgraduate course. Design/methodology/approach The study is a cross-sectional survey conducted at the Department of Educational Innovations at the Kwame Nkrumah University of Science and Technology from March to June 2020. The purposive sampling technique was used to sample 100 postgraduate students who registered for a course in the department. The data for the study were collected using the System Usability Scale (SUS) and 17-item self-administered eQuestionnaire. Multiple Linear Regression analysis, ANOVA, Independent sample T-test and Mann–Whitney U-test were used to estimate the differences in course achievements of students who experienced education through audio teleconferencing and those who experienced education through video teleconferencing. Findings In total, 59% of the participating postgraduate students chose to attend the synchronous online lectures via audio teleconferencing (dial-in). The participants gave a high SUS score (SUS > 80.3; Grade A; Excellent) for audio conferencing service. Among the students in the audio teleconferencing cohort, the results evidenced a strong positive linear correlation, (r (57) = 0.79, p < 0.05), between the individual adjective ratings and the SUS scores. There was marginal significance among demography of students in the audio teleconference (AT) cohort with regards to their perception about the dial-in lecture. There was no statistically significant difference, (t (98) = 1.88, p = 0.063), in the achievement test for AT students and video teleconference (VT) students. The instructors and the students were satisfied with the AT. Practical implications Based on the students’ preference, AT offers equal benefit as VT with regards to system satisfaction and perceived quality of online teaching. AT, as teaching modality, should be an option for students who reside in communities with high latency internet connectivity. It is recommended that instructors are trained on how to engage and motivate students via AT. Originality/value Higher education institutions in Ghana are facing decisions about how to continue learning and teaching through flexible pedagogy, while keeping their faculty members and students protected from the COVID-19 pandemic. Many of these institutions have canceled the brick-and-mortar education and other conventional learning practices and have instructed faculty to adopt online teaching through synchronous video teleconferencing platforms. However, the learning experience is not the same for students who reside in remote or rural communities with low bandwidth. There is very little research in this topic, especially in developing countries like Ghana, and the present study aims to bridge the gap in the literature by exploring the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone, in the context of a 12-week postgraduate course.

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Section: Video Teleconferencing For Online Teaching and Learningmentioning

confidence: 99%

Transforming higher education in Ghana in times of disruption: flexible learning in rural communities with high latency internet connectivity

Essel

Vlachopoulos

Adom

et al. 2021

JEC

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“…In the context of linguistics, Lee (2007) found that speakers' linguistic variations were mostly affected by their degree of interactivity in the DVC session. Jung (2013) reported that the constant use of DVC has the potential to develop students' language competence by promoting participation in cross-cultural communication. In their research, Fitzsimons and Turner (2013) suggest that DVC can promote students' participation in collaborative project-based learning by engaging students in the process of problem-solving and allowing them to effectively apply theory to practice.…”

Section: Opportunities and Challenges Of Dvc Ivc And Wvcmentioning

confidence: 99%

A Scoping Review of Videoconferencing Systems in Higher Education

Al-Samarraie

2019

IRRODL

100

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Videoconferencing as a learning tool has been widely used among educators and learners in order to induce effective communication between learners and teachers or learners and their peers, especially when face-to-face means are not possible. Different types of videoconferencing platforms or systems have emerged for use in today’s higher education institutions. Previous research has focused on examining the potential of three different forms of videoconferencing systems: desktop videoconferencing (DVC), interactive videoconferencing (IVC), and Web videoconferencing (WVC). In this study, a review of the literature was conducted to increase the current knowledge regarding the use of these videoconferencing systems. A classification of the videoconferencing paradigms from the constructivism and cognitivism perspectives was provided. The summary of the results for these videoconferencing systems revealed specific learning opportunities, outcomes, and challenges for both learners and instructors. The results suggest that current policy and teaching strategies are not ready to provide an accessible and comprehensive learning experience in DVC and IVC. Relative to previously conducted studies regarding the use of videoconferencing in higher education, this study offers a broader consideration of relevant challenges that emerge when using certain videoconferencing systems in both learning and teaching situations.

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“…As described in this section, videoconferencing technology has allowed Dr. Nakamura and his EFL students to connect with international scholars (from all Three Circles) through active engagement and collaboration without any temporal, financial, or geographical limitations (Jung, 2013;Kachru, 1985;Wu & Marek, 2010). Table 3 displays the summary of the 1 st -3 rd videoconference.…”

Section: Instructional Design: Designing Videoconference In the Classmentioning

confidence: 99%

Design and implementation of a videoconferencing-embedded flipped classroom (VEFC) in college-level EFL

2016

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This paper aims to describe the videoconferencing-embedded flipped classroom (VEFC) as a viable instructional design and practice to overcome the present challenge of Teaching English as an International English (TEIL) in Japan’s traditional EFL classroom. It will also discuss the effects and implications as a consequence of implementing this VEFC pedagogy in the classroom. Specifically, this paper will describe the four stages of VEFC: 1) out-of-class asynchronous task “connect with ELT scholars”; 2) in-class synchronous task “interact with ELT scholars”; 3) out-of-class asynchronous task “engage in reflective journals”; and 4) in-class synchronous task “collaborate to make a group presentation.” VEFC can be an effective pedagogical choice that teachers can adopt to prepare their students to become competent English users in other EFL contexts.

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Videoconferencing Improves Students' Language Learning in the EFL Classroom

Cited by 9 publications

References 4 publications

Transforming higher education in Ghana in times of disruption: flexible learning in rural communities with high latency internet connectivity

Transforming higher education in Ghana in times of disruption: flexible learning in rural communities with high latency internet connectivity

A Scoping Review of Videoconferencing Systems in Higher Education

Design and implementation of a videoconferencing-embedded flipped classroom (VEFC) in college-level EFL

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