Use of Video Conferencing in Second Language Distance Learning

Use of Video Conferencing
in
Second Language Distance Learning

Dr. Andreas Konstantinidis1
- A&H TEL Officer -

Co-Authors:
Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2

1
School of Arts & Humanities, King’s College London
2
Université du Maine, Le Mans France

Use of Video Conferencing in School of Arts & Humanities,
Second Language Distance Learning King’s College,
London

Outline

 Theory and related work
 EVO activity
 Next steps

Authors: Dr. Andreas Konstantinidis1, Dr. Ian Barrett1, Dr. Soizick Solman1, Charlotte Estrade2
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Theoretical Background 1/2
 The dominant purpose for language learning is:
 Social
 Professional
 Economic
 The interest in teaching languages through distance learning has
grown as a result of increase in:
 Internet use
 Computer-mediated communication
 Social computing
 Many instructors today continue to ask if technology really works and,
moreover, does it work better than traditional methods.
 This is the wrong research question for the distance learning field.

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Theoretical Background 2/2
 Technologies are instructional tools. Effective use depends on applied
pedagogy.
 As technology changes, learning changes and so do teachers.
 Technology allows learning to be real and meaningful for learners:
 Activities that require frequent interaction.
 Authentic (non-pedagogic) texts and communication activities linked to “real-
world” contexts.
 Learner-centred: allow creativity and role in instructional decisions.
 Engaging, challenging, purposeful experiences.
 Skills to be autonomous, independent, life-long learners.
 Integrating innovations, such as videoconferencing, into an existing
school curriculum needs a teacher who is:
 Innovative
 Flexible
 A manager of classroom resources
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Related Work 1/2

 Blended Learning is the mixing of face-to-face teaching with online
resources, course content and assessment materials
 Students who learn with an online component may develop their literacy skills to
a higher level than students just working in a classroom environment.
 Online language learning can be effective as a means of improving writing,
reading, and listening comprehension abilities.
 Digital materials contribute to student progress through flexibility:
 Student-centred, self-paced learning, mobile learning, collaboration.
 It remains hard to determine which aspects of the online learning
environment were responsible for these results.
 learning environment, pedagogical materials, Web-based task design, individual
learner differences.

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Related Work 2/2
 The major complaint voiced against learning languages through a DL
format is that students fail to receive enough oral practice with face-
to-face speaking.
 Videoconference connections increase student motivation and
learning.
 Students who had engaged in communication tasks outperformed (in accuracy,
fluency) those who had spent the same amount of time in pattern practice.
 One of the main factors affecting teaching and learning effectiveness
in video conferencing is: social presence
 ...defined as the extent to which a communication medium allows the actual
physical presence of the communication partners to be conveyed.
 Student communication should involve activities which integrate the
three basic components of the foreign language syllabus:
 basic communicative proficiency
 language awareness
 cultural awareness
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EVO activity - description

 The activity required pairs of French and English students to
collaboratively translate 2 French passages into English.
 each pair of students produces a finished translation, together with a
commentary of 150 words in French on three difficulties encountered
while translating.
 The aim of the project was:
 to place students in a situation where they would use taught (and
practiced) skills independently, creatively and collaboratively.
 to help them develop a relationship with their partner to achieve and
reach a common goal.
 to see them function away from the teaching and give them the
opportunity to solve problems and take decision outside seminar space
and mode.

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EVO activity - photos

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EVO activity - observations

 Weak and shy students are enthusiastic and active
 Students will realise some things cannot be translated exactly
 Students are working together, but also failing together
 Students revealed a very similar gap in their understanding of how languages
and translations work
 Students are acting mature and take the activity seriously
 Novelty of approach
 Use of technology
 Same age as partner, can relate to each other
 The role of the tutor is to motivate, direct, calm and reassure the
students
 It is important that the students establish a partnership (discussion not dictation)
 ES must also get something back  communicate in French

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EVO activity - challenges

 Planning and discussions between collaborating academics
 Technical issues (audiovisual)
 EVO interface
 Activity always slightly delayed
 Problems of attendance (e.g. weather)
 Same number of students
 No tech support in French session
 Some students did not check input, considered partner an
“expert”

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EVO activity - results 1/2

Questionnaire Entry Percentage

I use social media quite extensively (Facebook, Twitter, blogs etc) 74%

I feel confident enough to connect to EVO on my own 69%

I feel confident that I could do this activity at home 59%

I rarely sought assistance from my tutor 69%

At what percentage did you use English in spoken dialogue? 53%

At what percentage did you use English in written dialogue? 57%

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EVO activity - results 2/2

Questionnaire Entry Percentage

I would like to participate in this sort of activity again in the future 77%

I prefer this activity to traditional lectures 67%

I would recommend this activity to other students and other courses 85%

I would like to collaborate on other activities with my partner 64%

I plan on keeping in touch with my partner 44%

I do not think another student partner would have helped me more 85%

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Next steps 1/2

 Repeat the activity next year
 Better definition of expectations (e.g., on grammatical
commentary)
 More guidance
 Similar activity for semester 1
 More members in collaborating teams
 More autonomy, independence
 Other eLearning activities
 Student blogs
 Applications for cell phones and tablets
 Podcast recordings

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Next steps 2/2

 The greatest promise is in hybrid or blended learning environments, in
which technology is seamlessly integrated into everyday teaching,
learning, and communicating.
 Challenges
 Extensive user support is key to maintaining student interest and avoiding the
frustrations that commonly occur with the use of new technologies.
 It must be realized that not all students are ready to work independently and take
responsibility for the direction their own learning.
 Hard to determine which aspects of the learning approach were responsible for
results.
 Other technologies that hold the capacity for language learning
include mobile devices (phones, tablets) and social media.
 Schools will need to transform, in order to encourage connected,
actively involved, lifelong learners and foster values such as
innovation, creativity and curiosity.

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Thank you
 Slides: http://techenlearn.blogspot.co.uk/
 For more information
 Dr. Andreas Konstantinidis - A&H Technology Enhanced Learning
Officer
 andreas.konstantinidis@kcl.ac.uk, @AndyKons
 Dr. Ian Barrett - A&H Technology Enhanced Learning Co-ordinator
 ian.barrett@kcl.ac.uk
 Dr. Soizick Solman - French Department Language Director
 soizick.solman@kcl.ac.uk
 Charlotte Estrade - Université du Maine
 charlotte.estrade@univ-lemans.fr

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Use of Video Conferencing in Second Language Distance Learning

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