Schedule: 2009-09-10 (15:45 - 16:30)
Parallel Session 3 (Room A-36)

Title: A method for analyzing online collaboration in synchronous audio-graphic conferencing for language learning
Authors: Joseph Hopkins
Abstract: Traditionally, distance language learning models have been based chiefly on self-study materials, in the form of books, cassettes, videotapes, and more recently, multimedia software packages. Although some distance language courses offer learners the possibility of attending periodic face-to-face tutorials to improve their oral communication skills, in general, distance language learners are provided with relatively few opportunities to practice speaking (Felix, 2004; White, 2006). According to Wang and Sun (2001), “a fatal deficiency in distance education for second languages has been an incapacity to expose learners to spontaneous speaking activities.” (p. 554) To overcome this, distance language learning programs have turned to online synchronous audio conferencing systems for their courses. These platforms may be audio only or more technologically sophisticated synchronous audio-graphic conferencing (SAC) systems, which in addition to voice transmission incorporate features such as text chat, emoticons, and video.

In recent years, a growing body of research has emerged on the implementation of SAC in distance language learning contexts (e.g., Felix, 2004; Hampel, 2003; Hampel & Hauck, 2004; Kötter, 2001; Wang, 2004). However, Hassan, Hauger, Nye, & Smith (2005) point out that the available research consists almost exclusively of “descriptive intervention studies” (p. 4). In a similar vein, Wang (2006) asserts that the research on interaction in SAC is “lacking in depth” (p. 124) and that more compelling empirical evidence is needed to support claims of its usefulness for promoting language acquisition. Along similar lines, Hampel and Hauck (2006) call for more research specifically “analyzing the multimodal discourse” (p. 119) to shed light on how collaborative tasks in SAC can contribute to language learning. This poses a challenge for researchers in that interaction in SAC makes simultaneous use of various modes of communication and thus defies conventional transcription methods. Therefore, in order to fully understand the potential for language learning of SAC, it is imperative that new research methods be developed.

This paper will focus on the development of a methodological framework aimed at analyzing learner interaction in SAC environments. The raw data consisted of digital video recordings of 40 small groups of learners engaged in collaborative speaking tasks on FlashMeeting, a SAC tool with video capabilities. An approach focusing on “critical incidents” (Tripp, 1993) was utilized to identify instances of interaction viewed as beneficial to second language acquisition, such as negotiation of meaning (Long, 1983; Varonis & Gass, 1985), negative feedback (Long, 1996), and scaffolding from more competent peers. In order to ensure a degree of objectivity, each recording was viewed by two observers, who noted critical incidents in the learners’ spoken conversations following an established protocol. The procedure used for observer training and standardization, along with the method utilized to account for other modes of verbal and non-verbal communication (e.g., text chat, vote feature, emoticons), will be presented.

References

Felix, U. (2004). Performing beyond the comfort zone: Giving a voice to online communication. Paper presented at the Perth, Western Australia. Retrieved June 29, 2008 from http://www.ascilite.org.au/conferences/perth04/procs/pdf/felix.pdf.

Hampel, R. (2003). Theoretical perspectives and new practices in audio-graphic conferencing for language learning. ReCALL, 15(1), 21-36.

Hampel, R., & Hauck, M. (2004). Towards an effective use of audio conferencing in distance language courses. Language Learning & Technology, 8(1), 66-82. Retrieved June 29, 2008 from http://llt.msu.edu/vol8num1/pdf/hampel.pdf.

Hampel, R., & Hauck, M. (2006). Computer-mediated language learning: Making meaning in multimodal virtual learning spaces. JALT CALL Journal, 2(2), 3-18.

Hassan, X., Hauger, D., Nye, G., & Smith, P. (2005). The use and effectiveness of synchronous audiographic conferencing in modern language teaching and learning (online language tuition): A systematic review of available research. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Retrieved June 29, 2008, from http://eppi.ioe.ac.uk/EPPIWebContent/reel/review_groups/MFL/mfl_rv3/mfl_rv3.pdf.

Kötter, M. (2001). Developing distance language learners’ interactive competence: Can synchronous audio do the trick? International Journal of Educational Telecommunications, 7(4), 327.

Long, M. H. (1983). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5, 177-193.

Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of research on second language acquisition (pp. 413-469). New York: Academic Press.

Tripp, D. (1993). Critical incidents in teaching: Developing professional judgement. London: Routledge.

Varonis, E. M., & Gass, S. (1985). Nonnative/nonnative conversations: A model for negotiation of meaning. Applied Linguistics, 6, 71-90.

Wang, Y. (2004). Supporting synchronous distance learning with desktop videoconferencing. Language Learning & Technology, 8(3), 90-121. Retrieved June 29, 2008, from http://llt.msu.edu/vol8num3/pdf/wang.pdf.

Wang, Y. (2006). Negotiation of meaning in desktop videoconferencing-supported distance language learning. ReCALL, 18(01), 122-145.
Keywords: distance language learning, computer-mediated communication, computer-supported collaborative work, synchronous audio-graphic conferencing, research methods

Main topic: Research in new language learning environments

Biodata: Joseph Hopkins has been involved in foreign language teaching and teacher training for over 20 years. He is currently a lecturer in EFL at the Open University of Catalonia, where he is also working on his PhD dissertation centering on learner collaboration and interaction in virtual learning environments.
Type of presentation Paper presentation

Paper category Research

Target educational sector Adult education

Language of delivery English

EU-funded project Yes

Schedule:	2009-09-10 (15:45 - 16:30) Parallel Session 3 (Room A-36)
Title:	A method for analyzing online collaboration in synchronous audio-graphic conferencing for language learning
Authors:	Joseph Hopkins
Abstract:	Traditionally, distance language learning models have been based chiefly on self-study materials, in the form of books, cassettes, videotapes, and more recently, multimedia software packages. Although some distance language courses offer learners the possibility of attending periodic face-to-face tutorials to improve their oral communication skills, in general, distance language learners are provided with relatively few opportunities to practice speaking (Felix, 2004; White, 2006). According to Wang and Sun (2001), “a fatal deficiency in distance education for second languages has been an incapacity to expose learners to spontaneous speaking activities.” (p. 554) To overcome this, distance language learning programs have turned to online synchronous audio conferencing systems for their courses. These platforms may be audio only or more technologically sophisticated synchronous audio-graphic conferencing (SAC) systems, which in addition to voice transmission incorporate features such as text chat, emoticons, and video. In recent years, a growing body of research has emerged on the implementation of SAC in distance language learning contexts (e.g., Felix, 2004; Hampel, 2003; Hampel & Hauck, 2004; Kötter, 2001; Wang, 2004). However, Hassan, Hauger, Nye, & Smith (2005) point out that the available research consists almost exclusively of “descriptive intervention studies” (p. 4). In a similar vein, Wang (2006) asserts that the research on interaction in SAC is “lacking in depth” (p. 124) and that more compelling empirical evidence is needed to support claims of its usefulness for promoting language acquisition. Along similar lines, Hampel and Hauck (2006) call for more research specifically “analyzing the multimodal discourse” (p. 119) to shed light on how collaborative tasks in SAC can contribute to language learning. This poses a challenge for researchers in that interaction in SAC makes simultaneous use of various modes of communication and thus defies conventional transcription methods. Therefore, in order to fully understand the potential for language learning of SAC, it is imperative that new research methods be developed. This paper will focus on the development of a methodological framework aimed at analyzing learner interaction in SAC environments. The raw data consisted of digital video recordings of 40 small groups of learners engaged in collaborative speaking tasks on FlashMeeting, a SAC tool with video capabilities. An approach focusing on “critical incidents” (Tripp, 1993) was utilized to identify instances of interaction viewed as beneficial to second language acquisition, such as negotiation of meaning (Long, 1983; Varonis & Gass, 1985), negative feedback (Long, 1996), and scaffolding from more competent peers. In order to ensure a degree of objectivity, each recording was viewed by two observers, who noted critical incidents in the learners’ spoken conversations following an established protocol. The procedure used for observer training and standardization, along with the method utilized to account for other modes of verbal and non-verbal communication (e.g., text chat, vote feature, emoticons), will be presented. References Felix, U. (2004). Performing beyond the comfort zone: Giving a voice to online communication. Paper presented at the Perth, Western Australia. Retrieved June 29, 2008 from http://www.ascilite.org.au/conferences/perth04/procs/pdf/felix.pdf. Hampel, R. (2003). Theoretical perspectives and new practices in audio-graphic conferencing for language learning. ReCALL, 15(1), 21-36. Hampel, R., & Hauck, M. (2004). Towards an effective use of audio conferencing in distance language courses. Language Learning & Technology, 8(1), 66-82. Retrieved June 29, 2008 from http://llt.msu.edu/vol8num1/pdf/hampel.pdf. Hampel, R., & Hauck, M. (2006). Computer-mediated language learning: Making meaning in multimodal virtual learning spaces. JALT CALL Journal, 2(2), 3-18. Hassan, X., Hauger, D., Nye, G., & Smith, P. (2005). The use and effectiveness of synchronous audiographic conferencing in modern language teaching and learning (online language tuition): A systematic review of available research. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Retrieved June 29, 2008, from http://eppi.ioe.ac.uk/EPPIWebContent/reel/review_groups/MFL/mfl_rv3/mfl_rv3.pdf. Kötter, M. (2001). Developing distance language learners’ interactive competence: Can synchronous audio do the trick? International Journal of Educational Telecommunications, 7(4), 327. Long, M. H. (1983). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5, 177-193. Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of research on second language acquisition (pp. 413-469). New York: Academic Press. Tripp, D. (1993). Critical incidents in teaching: Developing professional judgement. London: Routledge. Varonis, E. M., & Gass, S. (1985). Nonnative/nonnative conversations: A model for negotiation of meaning. Applied Linguistics, 6, 71-90. Wang, Y. (2004). Supporting synchronous distance learning with desktop videoconferencing. Language Learning & Technology, 8(3), 90-121. Retrieved June 29, 2008, from http://llt.msu.edu/vol8num3/pdf/wang.pdf. Wang, Y. (2006). Negotiation of meaning in desktop videoconferencing-supported distance language learning. ReCALL, 18(01), 122-145.
Keywords:	distance language learning, computer-mediated communication, computer-supported collaborative work, synchronous audio-graphic conferencing, research methods
Main topic:	Research in new language learning environments
Biodata:	Joseph Hopkins has been involved in foreign language teaching and teacher training for over 20 years. He is currently a lecturer in EFL at the Open University of Catalonia, where he is also working on his PhD dissertation centering on learner collaboration and interaction in virtual learning environments.
Type of presentation	Paper presentation
Paper category	Research
Target educational sector	Adult education
Language of delivery	English
EU-funded project	Yes