Hagley, E. (2014, September). Autonomous Learners' Communication in Practice: Single and Dual Language Virtual Exchange. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea. [Abstract] There are many reasons people choose to learn a foreign language. Chief among them is to communicate with people from other countries. The U.S in particular, but also many other countries, are putting considerable effort into linking their students with students in other countries so they can communicate using the power of the Internet. By doing so they are breaking down cultural and social barriers that impede communication and mutual understanding, which are the building blocks of successful economic development and peace. The English language, in particular, gives learners the opportunity to participate in online exchanges, as it is the language which is generally spoken around the world. However, autonomous learners often can't safely find others who want to practice with them. Of course there are options available such as Facebook and Skype but these can be problematic, with privacy and safety issues abounding. Language teachers want to offer their students a safe and reliable place to use their English in real world situations, not just with classmates, but with people from other countries too. How can they do this? With the advent of the WWW it is much easier to accomplish. This presentation will outline two means of opening up the standard classroom to the world and giving autonomous learners the ability to use the language they are studying in a number of real world settings. The first method is via Single Language Virtual Exchange (SLVE). This is where all students participating in the exchange are English as a Foreign Language (EFL) students and thus learn English only. They use it to interact with students in other countries who are also studying EFL. Examples outlined in this presentation include students in Japan collaborating with students in Vietnam and Colombia. The model used, the many benefits, along with some problems and a number of outcomes of the exchanges, will be presented and discussed. The second means of Telecollaboration to be described is the Dual Language Virtual Exchange (DLVE). EFL students in Japan work on projects with Japanese as a Foreign Language (JFL) students in the U.S and Australia. This type of exchange could, of course, be used in the respective countries with Korean or Chinese as a Foreign Language students too. As with SLVE, DLVE has both benefits and limitations, which will also be discussed.

1. Korea Association of
Multi-media Assisted Language Learning -
2014 Annual Conference
Autonomous Learners'
Communication in Practice:
Single and Dual Language
Eric Hagley
Virtual Exchange
Muroran Institute of Technology
hagley@mmm.muroran-it.ac.jp

3. Educational goals in participating countries
Pedagogical basis underpinning international online
exchanges
Modality & Tools
Dual language Online Exchanges
Single Language Online Exchanges
Examples of exchange activities
Outcomes : benefits of online exchanges
Tips for implementation of dual language tele-collaboration
activities
Future study

4. students with a global
perspective
Muroran Institute
Notre Dame High of Technology
RMIT Melbourne
School (LA)
SENA Colombia
Hanoi Architectural
University

5. 大学教育の
グローバル化のための
体制整備を推進する
文部科学省

6. 4 broad categories as Generic learning outcomes:
fundamental skills
people skills
thinking skills
personal skills.
RMIT graduate attributes
“Global in outlook & competence,
culturally & socially aware”

7. アメリカ外国語教育指針
ナショナルスタンダード(National Standards)
5Cs
Communication
Cultures
Connections
Comparisons
Communities

9. The pedagogical background
Vygotsky (1962) Learners accomplish more in cooperation with
others
Long (1996) Negotiation of meaning facilitates acquisition
Byram, M. (1997) Intercultural competence: the ability to see
relationships in different cultures
Warschauer (1997) Computer Mediated Communication (CMC) ways
to link learners
Chappelle (2004) CMC tasks: learning through language practice
Cziko, (2004) eTandem learning - learning occurs when two
learners of different native languages work together to help each
other learn the other language electronically
Others examples are apparent, recently Bower & Kawaguchi
(2011)

10. Intent projects’
draft paper
Intent projects’
final paper

11. Why the change?

12. WHAT DO WE EXCHANGE?

13. values
between
relationship
energy
views
information
ideas
data
reaction
risk

14. Recap
Virtual exchanges are technology-enabled, sustained, people Able to create authentic interactions.

15. learner involvement– engaging learners
to share responsibility for the learning
process (the affective and the
metacognitive dimensions);
learner reflection– helping learners to
think critically when they plan, monitor
and evaluate their learning (the
metacognitive dimensions);
appropriate target language use – using
the target language as the principal
medium of language learning (the
communicative and the metacognitive
dimensions). (Little, D., 2006)

16. Virtual exchange is growing!

17. A MODEL FOR
AUTONOMOUS LANGUAGE
LEARNING
MODALITY & TOOLS Synchcronous / Asynchronous text, video and
audio
Moodle / Skype
Single & Dual Language Virtual Exchange

18. Examples from the
course
Let’s cross now to our
reporter online in the
course.

19. Outcomes: benefits of single
and dual language virtual
exchange
Language acquisition outcomes :
Learner involvement - Increased input and output with statistics to
prove it!
Motivation outcomes - target language is the
principle medium
Cultural acclimatization
Personal development - learner reflection
Built the environment and modeled the
behavior

20. Keys for Successful
Online Exchanges
Frequent communication between instructors
Share basic teaching philosophy and objectives
Monitor students’ activities and give constant encouragement
Integrate exchange into the curriculum
Develop ways of incorporating exchange into assessment -
intrinsic and extrinsic motivation
An understanding of the technology to be used

21. Get involved!
Find a partner
Decide: time frame, topics, assessment methods etc
Encourage active participation

22. REFERENCES
Bower, J. & Kawaguchi, S. (2011). Negotiation of meaning and corrective feedback in Japanese/English e-Tandem. Language
Learning & Technology, 15(1), 41-71.
Byram, M. (1997), Teaching and Assessing Intercultural Communicative Competence. Clevedon, Multilingual Matters.
Chapelle, C. (2004). Hints About CALL Use From Research. Proceedings of CLaSIC 2004: Current Perspectives and Future
Directions in Foreign Language Teaching and Learning, 114-120.
Cziko, G. A. (2004). Electronic tandem language learning (eTandem): A third approach to second language learning for the 21st
century. CALICO Journal, 22, 25-39.
Hagley, E. (2014). Moodle as a Conduit for International Telecollaboration, Moodle Moot Japan 2014 Proceedings, 13-16.
Hagley, E. (2014). Collaborative and Cooperative Online Language Exchanges, Journal of Language and Culture of Hokkaido, 12,
43-50,
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook
of research on second language acquisition, 413-468. New York: Academic Press.
Swain, M. (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In
Gass, S. and Madden, C. (Eds.), Input in Second Language Acquisition, 235-256. New York: Newbury House.
Vygotsky, L. S. (1962). Thought and language. Cambridge: MIT Press.
Warschauer, M. (1997). Computer-Mediated Collaborative Learning: Theory and Practice. Modern Language Journal, 81(3), pp. 470
– 481.