When future teachers meet real learners through telecollaboration: an experiential approach to learn how to teach languages online

Cappellini, Marco; Hsu, Yu-Yin

doi:10.21827/jve.3.35751

Cited by 8 publications

(10 citation statements)

References 9 publications

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“…Every effort was made to help the language learners become adjusted to this practice. Consequently, it was found that providing language learners of both contexts with more opportunities for developing cultural awareness, whilst also increasing their ability to use telecollaborative praxis, is hugely paramount, as expressed by Cappellini & Hsu (2020). Although the majority of learners of English/ Arabic as a foreign language reported that they felt they had positive perceptions after this experiment, there were still a few opposing voices regarding telecollaborative-based ICC practice.…”

Section: Discussionmentioning

confidence: 92%

Telecollaboration and Intercultural Communicative Competence: Revealing Students’ Experiential Insights in Saudi Arabia and the U.S.

Khateeb¹,

Hassan²

2022

WJEL

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As several intercultural communicative competence studies integrated telecollaboration, this practice has become popular in academia and other relevant disciplines such as bridging cultural differences. Nevertheless, most of such research has been conducted in South Asian countries such as China, Japan and Taiwan, as well as in North America and Europe, with the focus mainly on European languages, specifically English. The driving force of this research was because there has been a rapid increase in the number of learners of English and Arabic as foreign languages, who have rarely interacted together, either because of an existing limited understanding or narrow cultural awareness of each other’s cultures and perhaps languages. Accordingly, the researcher presented a comparative analyses of language learners' insights prior to and after their engagement in a telecollaborative experience. The research indicated that, in the past, there have been limited studies conducting similar investigations of those two settings, due to the tremendous differences in both the languages and cultures. The findings have shown the necessity of participants to understand each other’s needs and interests to result in successful telecollaboration during ICC process.

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Section: Discussionmentioning

confidence: 92%

Telecollaboration and Intercultural Communicative Competence: Revealing Students’ Experiential Insights in Saudi Arabia and the U.S.

Khateeb¹,

Hassan²

2022

WJEL

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“…Each year, the future teachers received instructions about the French students' Chinese language curriculum, and developed conversational activities to be carried out during their webconferencing sessions. The interested reader will find more information about the pedagogical set-up in Cappellini & Hsu (2020).…”

Section: Context and Participantsmentioning

confidence: 99%

“…As such, it is concerned with several important but understudied aspects of CALL that were identified in a recent review by Gillespie (2020), such as multimedia, online learning, and content and language integrated learning. We demonstrate this methodological approach in a case study of a telecollaboration between learners and pre-service teachers of Mandarin Chinese as a foreign language, with the latter in the role of online language tutors (Cappellini & Hsu, 2020). Our aim is to support an ecological approach by shedding new light on the perception and the use of multimodality by future teachers with the help of eye-tracking data (Stickler, Smith & Shi, 2016).…”

Section: Introductionmentioning

confidence: 99%

Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking

Cappellini¹,

Hsu²

2022

ReCALL

Self Cite

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Drawing on existing research with a holistic stance toward multimodal meaning-making, this paper takes an analytic approach to integrating eye-tracking data to study the perception and use of multimodality by teachers and learners. To illustrate this approach, we analyse two webconference tutoring sessions from a telecollaborative project involving pre-service teachers and learners of Mandarin Chinese. The tutoring sessions were recorded and transcribed multimodally, and our analysis of two types of conversational side sequences shows that the integration of eye-tracking data into an ecological approach provides richer results. Specifically, our proposed approach provided a window on the participants’ cognitive management of graphic and visual affordances during interaction and uncovered episodes of joint attention.

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“…For both the spring 2019 pilot and the spring 2020 exchanges, the Spanish language students in the US participated with the goal of practicing their listening and speaking skills while the graduate students in Spain participated with the goal of gaining practical teaching experience as pre-service language teachers. Other exchange models involving pre-service teacher candidates have shown that such experiences can be powerful and transformational (Cappellini & Hsu, 2020;Lenkaitis, 2020). The pre-service graduate students involved in the study were encouraged to be innovative, and session recordings revealed that many functions of the Zoom platform were utilized, including the share screen and chat features.…”

Section: Context Objectives and Project Designmentioning

confidence: 99%

Connecting the disconnected: analysis of a virtual exchange during the worldwide COVID-19 pandemic

Sebastián

Souza

2022

JVE

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This paper contributes to the ongoing discussion about the use of virtual exchange for the teaching and learning of languages. The project was designed as a Spanish language conversation exchange that connected students via synchronous Zoom sessions. Following a pilot semester that took place in spring 2019, the exchange was then repeated with a new group of students during the spring 2020 term, the same semester during which the COVID-19 pandemic spread throughout the world. The exchange took place over a two-week period and pairs were formed between students enrolled in a graduate level pre-service Spanish language program in Spain and undergraduate intermediate Spanish students in the US. Groups were asked to complete five topic-based conversation sessions. Individual exchange sessions were recorded and transcribed. Exchange participants also completed a survey about their experiences. Findings from the recorded sessions, transcript analysis, and surveys show that the virtual conversation exchange was successful and that difficulties such as technology and scheduling, both recurring issues that have been noted in previous studies of telecollaboration (Helm, 2015), were not significant barriers. Because the virtual exchange took place during the onset of the COVID-19 pandemic, the primary focus of this study was to examine how students utilized the exchange as a way to stay connected during a time of mass disconnection.

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When future teachers meet real learners through telecollaboration: an experiential approach to learn how to teach languages online

Cited by 8 publications

References 9 publications

Telecollaboration and Intercultural Communicative Competence: Revealing Students’ Experiential Insights in Saudi Arabia and the U.S.

Telecollaboration and Intercultural Communicative Competence: Revealing Students’ Experiential Insights in Saudi Arabia and the U.S.

Multimodality in webconference-based language tutoring: An ecological approach integrating eye tracking

Connecting the disconnected: analysis of a virtual exchange during the worldwide COVID-19 pandemic

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