Telecollaboration for Intercultural Language Learning: Lessons Learned

EuroCALL Conference, Padova, 26-29 August 2015
Kristi Jauregi & TILA team
Utrecht University & Fontys University of Applied Sciences
Integrating Telecollaboration for Intercultural
Language Acquisition at Secondary Education:
Lessons Learned

© 2014 TILA
Presentation structure
 Introduction to TILA
 Main activities carried out
 Preliminary findings
EuroCALL conference, Padova, August 2015 2

© 2015 TILA
TILA 2013-2015
3
Telecollaboration
Intercultural
Language
Acquisition
Intercultural
EuroCALL conference, Padova, August 2015

© 2015 TILA
TILA short impression
Link

© 2015 TILA
Consortium Partners
5
P1 Utrecht University (NL)
P2 Berlage Lyceum
P3 U Roehampton (UK)
P4 The Godolphin & Latymer School
P5 Steinbeis Transfer Center Language Learning M
P6 Gymnasium Saarburg (DE)
P7 Universidad de Valencia (SP)
P8 IES Clot del Moro
P9 Université de Paris 3 (FR)
P10 Collège La Cerisaie
P12 Palacky University (CZ)
P11 3DLES (NL)
72 Associated Partners

© 2015 TILA
(1) To innovate, enrich and make FLT more
meaningful by integrating telecollaboration
activities in secondary schools across Europe.
(2) To empower (student) teachers and assist them
in developing ICT literacy skills as well as
organisational, pedagogical and intercultural
competences to guarantee adequate integration
of telecollaboration practices.
(3) To study the added value of telecollaboration.
Project goals
6EuroCALL conference, Padova, August 2015

(A)synchronous communication in TILA
7
Forum Blog
Wiki
Moodle
Privacy
Safe
environment
Minor
Chat

© 2015 TILA
TILA activities
Teacher training
 Needs analysis
 Training Materials
 Criteria for TC task design & assessment
 39 Training Workshops to 269 teachers
 300 student teachers engaged in TC
 550 hours of Coaching
 Teacher guides
8
T I L A W o r k s h o p s i n P a r i s , L o n d o n a n d S a g u n t o ( S p a i n ) , J u

© 2015 TILA
TILA activities
Telecollabotation
sessions
 837 pupils
 27 schools
 48 teachers
Development of:
 55 TC tasks
 Assessment instruments

© 2015 TILA
Visit our site: tilaproject.eu

© 2015 TILA
TILA activities
Research
Foci
 Pedagogical:
- How to integrate TC in FL curricula in a sustainable
way at secondary schools (blend/flip activities,
tasks, tools, organization, tandem/LF)?
- How do teachers and pupils experience TC?
- What is the impact of TC on learners’ motivation?
 Linguistic:
- What is the impact of TC activities in the
intercultural communicative competence of pupils?

© 2015 TILA
TILA activities
Research data gathered:
 Surveys (pre- mid- post)
 Pre- & post tests
 Logs &/or recordings of
TC interactions
 Interviews
Challenges

© 2015 TILA
• 837 pupils participated mostly 1x1in TC sessions
• Pilot (end 2013 - mid 2014): challenges
• Follow up experiences (mid 2014 - mid 2015)
TC experiences
Pilot Follow up
BBB 64% 83%
Lingua
Franca
60% 72%

© 2015 TILA
Example: BBB, LF use

© 2015 TILA
The development of intercultural communicative
competence
• Positive impact on pupils’ intercultural communicative
competence > authenticity, spontaneity.
• The TC tasks seemed to enhance intercultural competence
and awareness as pupils engaged in conversations,
exchanging information, points of view on cultural similarities
and differences, reflected upon rich intercultural points that
emerged in discourse & collaborated to co-create meaning &
content.
• Pupils were curious about other ways of organizing lives, of
doing things; they succeeded in showing openness and
interest to know more about the Other and resorted to meta
discursive conversational devices to clarify intercultural
meaning (Kroon, Jauregi & Thije, 2015)
Main findings

© 2015 TILA
Communication patterns in TC exchanges (tool affordances)
Case Study 1> Spanish (tandem) B1 (chat & video
communication)
Chat:
• Short turns
• Dynamic turn exchanges
• To the point
• Little engagement in topic development
• Shallow / superficial communication
• Adjustment to task topic
> use of emoticons
Main findings
www.compassproject.ne
t

© 2015 TILA
Task: getting to know each other
12:23: EN6: cuantos anos tienes? ('how old are you'?)
12:24: EN6: tengo 14, mi cumpleanos es el 30 de abril ('I'm 14, my birthday is April the
30th)
12:26: SP6: Que piensas hacer en vacaciones de verano? ('What are you going to do on
summer holidays?')
12:28: EN6: que haces normalmente en tu tiempo libre? ('What do you normally do in
your free time?')
12:29: SP6: Hago deporte por las noches y tu? ('I play sports at night, and you?')
12:31: EN6: me gusta montar a caballo, pero soy perezosa, normalmente veo la tele! me
encanta salir con mis amigas todos los dias. eres deportista? ('I like
horseback riding, but I am lazy, I normally watch tv! I love going out with my friends
every day. are you sporty?')
12:32: SP6: Antes jugaba a baloncesto, pero ahora salgo a correr por las noches
('I used to play basketball, but now I go running at nights')
Chat extract

© 2015 TILA
Video communication
 High engagement in topic co-creation
 More elaborated discourse patterns
 Frequent instances of negotiation of meaning
 More space for spontaneity: lateral personal topics
emerging more frequently
 Power relationships: NSs supportive & accommodating
to the NNS’needs
But: technical problems

© 2015 TILA
Video communication fragment
14:15: EN2: Sí, ahm. Ok // Hm, celebras el Día del Santo ↓ ('Do you celebrate the Saint's
Day?')
14:24: SP2: ¿Del santo? ¿Pero a qué te refieres? (The Saint's Day? What are you
referring to?')
14:27: EN2: Ahm / ah, yeah, celebras el Día del Santo ↓ ('Do you celebrate the Saint's
Day?')
14:36: SP2: Hm, espera un momento (3''). Eh, quieres decir que, por ejemplo, eh / cada,
cada // hay días diferentes que hay, por ejemplo, alguien que se llama Carlos, está
santo Carlos,
San Carlos... ('Ok, wait a moment. You mean that, for example, eh, each, each;
there are
different days and for example, somebody whose name is Carlos... There is
Saint Carlos...')
14:54: [EN2: Sí, sí...
14:55: SP2: = entonces... ('so...')
14:55: EN2: = Sí].
14:56: SP2: = ¿te refieres a eso o (( ))? ¿O a, a (( ))? ¿Te refieres a eso? ('Are you
referring to that?')
15:08: EN2: Ah (( )) Ahm /¿tienes / es, es un Santa ((Jordí)) o no? (5'') Hm... (2'') Hm,
celebras el Día,
el Día del Santo / para tú / para ti? ('Is there a Saint Jordi or not? Do you
celebrate the Saint's Day?')
15:34: SP2: ¿El santo? ('The Saint?')

© 2015 TILA
Game in Virtual Worlds
Case study 2 (German LF) A1
Task: Cultural Game + Gamification
Action
Problem solving,
Cooperation
Strategy planning
Spontaneous talk
Personal information exchange
Many directives
Ashcombe College (UK)
Pleincollege Nuenen
(NL)
Eindhoven 2030

© 2015 TILA
Impact of TC on motivation (self-efficacy & anxiety)
Research Context
• Participants: 202 pupils from Spain, France, the
Netherlands and the UK
• Time span: September 2013 - June 2015.
• TC sessions: average of four foreign language
interaction sessions either by written chat or by video
communication.
• Language constellation: either lingua franca, tandem or
mixed constellations.
• Instruments: after every session pupils completed a
questionnaire including 21 items to be rated on a 5 point
Likert scale.
Main findings

© 2015 TILA
Impact of TC on motivation (self-efficacy and anxiety)
Findings
• Pupils that interacted via chat and in tandem constellations
tend to show higher self-efficacy beliefs than those engaged
in lingua franca exchanges using video communication.
• Anxiety levels seem to decrease significantly as sessions
progress.
LF group presents systematically the lowest anxiety scores.
Chat sessions are less anxiety-provoking than video
communication.
The use of webcam: participants seem to feel more at ease
when their partner cannot see them only during the first
sessions.
Main findings

© 2015 TILA
TILA has pioneered a pedagogical innovative change in secondary
education by looking at sustainable ways to integrate TC in FL
curricula, while studying the effects that such exchanges may have on
the intercultural communicative competence and motivation of pupils.
First results indicate:
• Task-driven TC exchanges have a positive impact in the
development of ICC of pupils and on their motivation.
• Tool affordances: video communication seems to stimulate more
complex discourse production than chat encounters and might be
more useful for stimulating richer intercultural exchanges than chat.
• But chat exchanges and lingua franca language constellation seem
to trigger less anxiety than video communication and tandem
exchanges.
Additional research will need to substantiate these findings.
TILA continues!
Conclusions

Telecollaboration for Intercultural Language Learning: Lessons Learned

Recommended

Recommended

More Related Content

What's hot

What's hot (6)

Viewers also liked

Viewers also liked (20)

Similar to Telecollaboration for Intercultural Language Learning: Lessons Learned

Similar to Telecollaboration for Intercultural Language Learning: Lessons Learned (20)

More from Kristi Jauregi Ondarra

More from Kristi Jauregi Ondarra (16)

Recently uploaded

Recently uploaded (20)

Telecollaboration for Intercultural Language Learning: Lessons Learned