Integrating cross-cultural interaction through video-communication and virtual worlds in FLT programs: burden or added value?
Upcoming SlideShare
Loading in...5
×
 

Integrating cross-cultural interaction through video-communication and virtual worlds in FLT programs: burden or added value?

on

  • 1,164 views

presentation at Eurocall 2011 by K. Jauregi

presentation at Eurocall 2011 by K. Jauregi

Statistics

Views

Total Views
1,164
Views on SlideShare
888
Embed Views
276

Actions

Likes
0
Downloads
5
Comments
0

1 Embed 276

http://kiwibelma.wordpress.com 276

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Promoting blended learning Face-to-face classroom teaching Telecollaboration: To enhance oral interaction & ICC Using synchronous tools that enable oral distant interaction with expert peers According to relevant and meaningful tasks
  • Attention first needs to be addressed to an individual level , the learner’s psychobiographical & educational background. This pespective entails everything the learner brings into the learning process. There are 2 areas here of imprtance: 1. ls current level of ICC 2. ls’ motivation & expectations > imprtance of good supervision from teachers Social and economic value of the TL. Proficiency mismatch between partners. Students’ level of intercultural competence (appropriate attitudes to culture & in interaction, curiosity, openness, tolerance, pragmatic concerns of interaction, willingness to communicate & to make an effort to develop a personal relationship). Misalignment of academic matters (calendars, technological access to technology, novelty, forms of assessment, didactic approaches, language and culture, task design, relationship between teachers ) > organisation. Classroom level: 3, 4, 5 are placed at the interface because decisions in these fields usually have a direct effect on both classooms. Oher areas (6 & 7) influence rather the local classroom situation. (3) Good teacher teacher relationship is very important. Telecollaboration being a form of virtual team teaching that requires thorough consensus on all the facets of the cooperation. (4) Task design: crucial aspect within collaboration the thematic content & sequencing require careful consideration. What tasks are suitable for telecollaboration? Are there patterns for the sequencing of tasks that can be recommended
  • because i think its important know something about my partner to feel more at ease and talk freely Easier to speak to someone you know To evolve you speaking skills during the sessions. Otherwise you have to start again each session. The pre-service teacher knows your speaking skills and can see progress. But there were also students who like to switch partners so that they could here different accents, different ways of communicating etc. Voordelen videocommunication: -To see facial expressions when talking to someone You can communicate like in “real live” with people who live in another country. You could use the drawing board to upload pictures while seeing and hearing your partner talk. Voordelen Second Life: To be able to visit virtual places and use the objects in the Virtual World for a conversation with my spanish partner. Our avatars really could “act” in Second Life and we could discuss our actions in voice. “ Travel” to other (virtual) countries and see things we talked about
  • Survey covered: A ttitudes towards interacting with native speakers (willingness to communicate): Learning goals: I really get to learn the language well by speaking with native speakers ; By learning this language I get new ideas and I am broadening my horizon ; I like speaking to native speakers in the target language ; Linguistic self-confidence: My competence in the target language is sufficient to communicate with native speech partner(s), Because of my positive attitude I can communicate well with native speech partners ; I can easily adapt to native speech partner(s) while speaking in the target language ; I can explain myself well in the target language ; I understand (almost) everything that is being said to me by native speech partner(s) in the target language; Language anxiety: I feel nervous when speaking in the target language; I get very worried if I make mistakes when interacting in the target language; Attitudes towards the course: I enjoy the language course this semester ; I feel I am making progress in the target language this semester; Attitudes to the L2 culture: I feel that there are hardly any cultural differences between the native speakers’ country and my country .
  • Survey covered: A ttitudes towards interacting with native speakers (willingness to communicate): Learning goals: I really get to learn the language well by speaking with native speakers ; By learning this language I get new ideas and I am broadening my horizon ; I like speaking to native speakers in the target language ; Linguistic self-confidence: My competence in the target language is sufficient to communicate with native speech partner(s), Because of my positive attitude I can communicate well with native speech partners ; I can easily adapt to native speech partner(s) while speaking in the target language ; I can explain myself well in the target language ; I understand (almost) everything that is being said to me by native speech partner(s) in the target language; Language anxiety: I feel nervous when speaking in the target language; I get very worried if I make mistakes when interacting in the target language; Attitudes towards the course: I enjoy the language course this semester ; I feel I am making progress in the target language this semester; Attitudes to the L2 culture: I feel that there are hardly any cultural differences between the native speakers’ country and my country .
  • Analysis of the interaction sessions show that varied meaningful sequences arise. Participants exchange social and cultural meaning spontaneously. There are frequent instances of negotiation of meaning, both linguistic and cultural, as participants collaborate with each other reflecting upon and clarifying concepts, customs, styles or behaviors resorting to their personal knowledge and experiences. The environment elicits different interaction patterns. Sequences in video-web communication are static, visual-cues (facial expressions, body language, laughter) play a crucial role in the exchanges intensifying and clarifying meaning and contribute to enhance interpersonal relationships. Sequences in virtual worlds, on the other hand, are dynamic and action related. Unpredicted context specific sequences emerge, as avatars change their appearance or unexpected things happen, which frequently also elicit hilarious communication exchanges. There were many instances of laughter, with participants sharing empathy and working towards creating symmetrical relations during the interaction exchanges trying to strengthen interpersonal relationships and solidarity.
  • Analysis of the interaction sessions show that varied meaningful sequences arise. Participants exchange social and cultural meaning spontaneously. There are frequent instances of negotiation of meaning, both linguistic and cultural, as participants collaborate with each other reflecting upon and clarifying concepts, customs, styles or behaviors resorting to their personal knowledge and experiences. The environment elicits different interaction patterns. Sequences in video-web communication are static, visual-cues (facial expressions, body language, laughter) play a crucial role in the exchanges intensifying and clarifying meaning and contribute to enhance interpersonal relationships. Sequences in virtual worlds, on the other hand, are dynamic and action related. Unpredicted context specific sequences emerge, as avatars change their appearance or unexpected things happen, which frequently also elicit hilarious communication exchanges. There were many instances of laughter, with participants sharing empathy and working towards creating symmetrical relations during the interaction exchanges trying to strengthen interpersonal relationships and solidarity.
  • Analysis of the interaction sessions show that varied meaningful sequences arise. Participants exchange social and cultural meaning spontaneously. There are frequent instances of negotiation of meaning, both linguistic and cultural, as participants collaborate with each other reflecting upon and clarifying concepts, customs, styles or behaviors resorting to their personal knowledge and experiences. The environment elicits different interaction patterns. Sequences in video-web communication are static, visual-cues (facial expressions, body language, laughter) play a crucial role in the exchanges intensifying and clarifying meaning and contribute to enhance interpersonal relationships. Sequences in virtual worlds, on the other hand, are dynamic and action related. Unpredicted context specific sequences emerge, as avatars change their appearance or unexpected things happen, which frequently also elicit hilarious communication exchanges. There were many instances of laughter, with participants sharing empathy and working towards creating symmetrical relations during the interaction exchanges trying to strengthen interpersonal relationships and solidarity.

Integrating cross-cultural interaction through video-communication and virtual worlds in FLT programs: burden or added value? Integrating cross-cultural interaction through video-communication and virtual worlds in FLT programs: burden or added value? Presentation Transcript

  • Integrating cross-cultural interaction through video-communication and virtual worlds in FLT programs: burden or added value? Kristi Jauregi, Rick de Graaff & Silvia Canto Utrecht University and partners Eurocall 2011
  • NIFLAR 2009-2011 Objectives:
    • Enrich
    • Innovate learning processes
    • Improve
    • Make them more rewarding!!
  • How? Interaction Telecollaboration Learner centeredness ICC Authenticity of language learning Blended learning
  • Second Life Open Sim Video- communication Adobe connect Virtual worlds NIFLAR 2009-2011, Virtual environments:
  • Experiences NIFLAR (2009-2011)
    • 22 pilot experiences have been carried out in video-communication and Second Life (OS),
    • Both with secondary and tertiary learners (A1-B2 / pre-service teachers)
    • 430 students have participated in cross-cultural sessions (1 to 1 / 1 to 2) (3 to 5 sessions)
    • 60 interaction tasks for Dutch, Portuguese, Russian and Spanish have been developed & tested.
    • Data gathered for research
    • Integrating telecollaboration,
        • burden or
        • added value?
  • L Individual level Classroom level
    • Learners current level of ICC
    • Learners’motivation & expectations
    • Technology (tools, access)
    • General organisation of course/study
    Socioinstitutional level
    • Local group dynamics
    • Preexchange briefing
    • Prestige of TL & culture
    • Technology (tools, access)
    • General organisation of course/study
    Classroom level L Individual level
    • Local group dynamics
    • Preexchange briefing
    • Preexchange briefing
    • Prestige of TL & culture
    • Learners current level of ICC
    • Learners’motivation & expectations
    • Learner matching procedures
    • Task design (content, sequencing)
    • Teacher-teacher relationship: communication
    Socioinstitutional level Interaction level
  • Research issues
      • What are foreign language learners’ experiences?
      • Is there any impact on motivation?
      • Is there any indication suggesting that learners learn more if they have the opportunity to engage in networked interaction with experts according to relevant tasks?
      • What happens during those cross-cultural interactions?
    Is there an added value in implementing virtual interaction through video-communication & virtual worlds in language teaching curricula?
  • Data sources
    • Pre-, mid- and postsurveys
    • Interviews
    • Pre & post oral tests
    • Recorded interactions
  • Research issues
      • What are foreign language learners’ experiences?
      • Is there any impact on motivation?
      • Is there any indication suggesting that learners learn more if they have the opportunity to engage in networked interaction with experts according to relevant tasks?
      • What happens during those cross-cultural interactions?
    Is there an added value in implementing virtual interaction through video-communication & virtual worlds in language teaching curricula?
  • Language learners’ experiences Environment “ Transcription of unknown (new) words or difficult words (spelling)” “ To see facial Expressions and gestures, it helps the communication” (VWC) “ Eye-contact motivates to talk more” (VWC) “ It’s more anonimous, so less nervous” (VW) X: 2,8 X: 2,6 X: 3,7 X: 3,0 X: 4,1 X: 3,6
  • Language learners’ experiences Learning outcomes 4,2 4,1 3,8 3,9 4 4,4 3,9 3,5 3,7 3,9 3,7 4
  • Foreign language learners’ experiences: positive aspects “ Step by step you learn to speak more easily in the target language without feeling any boundaries . It improves your talking skills ” “ We learned a lot of new words , known culture and lifestyle in the Netherlands. I have no fear of speaking ” “ I had an opportunity to talk with a native speaker which is not very frequent in the language course. We had also interesting tasks , so it was something different than a normal lesson” “ Personally I think that the greatest thing is that we made new friends from the Netherlands so we can keep in touch and keep improving”
  • Research issue 2
      • What are foreign language learners’ experiences?
      • Is there any impact on motivation?
      • Is there any indication suggesting that learners learn more if they have the opportunity to engage in networked interaction with experts according to relevant tasks?
      • What happens during those cross-cultural interactions?
    Is it worth implementing virtual interaction through video-web communication or virtual worlds in language teaching curricula?
    • 3 groups of Spanish (B1) at random:
      • Experimental group VC (N:14)
      • Experimental group SL (N:14)
      • Control group (N: 14)
      • participated in 5 interaction sessions during a 7 weeks’ course and filled in a 13 item survey every week covering:
      • A ttitudes towards interacting with native speakers (Willingness to Communicate: Learning goals, Linguistic self-confidence, Language anxiety).
      • Attitudes towards the course
      • Attitudes to the L2 culture
    Impact on motivation
    • Comparisons between experimental and control groups reached significant values for:
        • perceived competence in the target language,
        • decrease of speaking anxiety.
    Impact on motivation. Results:
  • Start interaction sessions 5 point Likert scale Spanish
  • I get very worried if I make mistakes when interacting in the target language Start interaction sessions 5 point Likert scale Spanish
  • I feel nervous when speaking in the target language Start interaction sessions 5 point Likertscale Spanish
  • Research issue 3
      • What are foreign language learners’ experiences?
      • Is there any impact on motivation?
      • Is there any indication suggesting that learners learn more if they have the opportunity to engage in networked interaction with experts according to relevant tasks?
      • What happens during those cross-cultural interactions?
    Is it worth implementing virtual interaction through video-web communication or virtual worlds in language teaching curricula?
    • 3 groups of Spanish (B1) at random chosen:
      • Experimental group VC (N:14)
      • Experimental group SL (N:14)
      • Control group (N: 14)
      • participated in 5 sessions during a 7 weeks’ course.
      • Instruments:
      • - Pre- & post- oral tests were taken and recorded
      • - Oral tests were assessed by 2 independent raters according to an assessment grid (CEFR: range, accuracy, fluency, coherence & adequacy)
    Learning effect
  • Interaction effect between condition and pre- and post-tests was found to be significant. In other words, the difference between pre- and post- test scores depends on the specific condition (F 2, 34 = 5.01; p = .012). The results show that the difference between pre- and post- oral tests depends on the specific condition. Especially in the SL and VWC condition students show on average more progression than in the control condition. Hence, both SL and VWC have an additive effect on students’ test scores. Learning effect. Results.
  • Research issues
      • What are foreign language learners’ experiences?
      • Is there any impact on motivation?
      • Is there any indication suggesting that learners learn more if they have the opportunity to engage in networked interaction with experts according to relevant tasks?
      • What happens during those cross-cultural interactions?
    Is it worth implementing virtual interaction through video-web communication or virtual worlds in language teaching curricula?
  • Interaction analysis Click to access recording
  • Interaction analysis Click to access recording
  • Interaction analysis
    • Learners exposed to very rich input (i+1; pragmatic adequacy).
    • Learners use language meaningfully (output hypothesis + ICC) .
    • Varied sequences of negotiation of cultural and linguistic meaning emerge.
    • Authenticity of interaction.
    • Positive learning atmosphere. It is fun!
    • Differences VC v. SL:
      • VC static, visual added value (gestures),
      • more quantity of talk
      • SL dynamic, creative, unexpected L use
      • linguistic focus, more silences
    EV en España no hay muchas personas que van en bici / hora / un poco por / en las grandes ciudades empiezan a construir carriles bici para// EU1 ¿carriles? EV carriles bici es la vía por donde va la bicicleta porque Valencia es una gran ciudad donde hay mucho / muchos coches / entonces ellos fabrican una pequeña vía especial solamente para bicicletas EU1 okei EV está pintada en rojo y nosotros vamos / la bicicletas / es más seguro ir por el carril bici / pero es muy nuevo / es un concepto de hace cuatro o cinco años / normalmente los españoles cogen mucho el coche EU1 okei EV es una pena EU1 en Holanda hay muchos carriles bici
  • Is it worth integrating networked interaction in FL teaching?
      • Yes!
      • Foreign language learners’ experiences are very positive
      • Significant impact on motivation
      • Indications suggesting that learners learn more if they have the opportunity to engage in networked interaction with experts according to relevant tasks
      • Richness of cross-cultural interactions
  • But:
    • Be aware of administration and coordination overload for organizing telecollaboration projects.
    • Be flexible, develop strategies to face the challenges of synchronous interaction.
    • Be aware that technical problems may arise.
    • BE AWARE OF THE BURDEN!
    • Be enthusiastic, innovative and creative because it is worth the effort.
    • ENJOY THE ADDED VALUE!
    • Remember: it is not about environments but about effective pedagogy > adequate integration according to effective pedagogical tasks.
  • Would you like to know more about NIFLAR?
    • niflar.ning.com
    • www.niflar.eu
    • Thank you for your attention!!
    • FUTURE: Euroversity
    • http://euroversity.ning.com