Differences that make the difference: a study of functionalities in synchronous CMC

Kenning, Marie-Madeleine

doi:10.1017/s0958344009990164

Cited by 43 publications

(12 citation statements)

References 39 publications

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“…However, more research is needed to identify the precise skills and strategies that can be taught to teachers and students in preparation for online language tutorials (see Hampel and Stickler, 2005). As Scheffel-Dunand (2006: 353) points out, ‘literacy and orality are social practices whose forms and functions correlate with context of situation, personal involvement and audience.’ This context includes the communication environment with its particular mix of modes which has an impact on how these are best used (Kenning, 2010). New patterns of communication emerge as a result, for example, the combination of modes in complex IRF exchanges.…”

Section: Resultsmentioning

confidence: 99%

“…: 179). Finally, Kenning (2010) specifically looks at the different impact of using voice and text chat in two different environments, identifying a number of factors that affect discourse patterns: the level of integration with other devices and tools; tutor privileges; the number and function of icons; and the type of transmission, that is, full versus half duplex ( op. cit .…”

Section: Multimodal Computer-mediated Communication and Learningmentioning

confidence: 99%

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The use of videoconferencing to support multimodal interaction in an online language classroom

Hampel

Stickler

2012

ReCALL

174

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The introduction of virtual learning environments has made new tools available that have the potential to support learner communication and interaction, thus aiding second language acquisition both from a psycholinguistic and a sociocultural point of view. This article focuses on the use of videoconferencing in the context of a larger exploratory study to find out how interaction was influenced by the affordances of the environment. Taking a mainly qualitative approach, the authors analysed the written and spoken interaction in recorded videoconferencing sessions, alongside examining some quantitative data to reveal participation patterns. Exploring language learning interaction in a synchronous online medium allows us to show how this is a process mediated by interaction with experts and peers as well as by the artefacts used (e.g., technology) and how learners use and combine multiple modes to make meaning. Our findings illustrate how an online videoconferencing environment with its multiple modalities can be used in language teaching, how teachers and learners adapt to the multimodal online environment and how new patterns of communication emerge in the process.

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Section: Resultsmentioning

confidence: 99%

Section: Multimodal Computer-mediated Communication and Learningmentioning

confidence: 99%

The use of videoconferencing to support multimodal interaction in an online language classroom

Hampel

Stickler

2012

ReCALL

174

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“…With regard to the technological environment, repeating the study using a full-duplex (where interruptions are possible) rather than half-duplex system would help shed light on the effects of functionalities and help determine to what extent the findings of the present study are a function of the system used. Such studies are currently in short supply, yet have important pedagogical implications (Kenning, 2010). It would also be valuable to carry out comparisons between face-to-face and audio-conferencing environments.…”

Section: Resultsmentioning

confidence: 99%

Collaborative scaffolding in online task-based voice interactions between advanced learners

Kenning

2010

ReCALL

Self Cite

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This paper reports some of the findings of a distinctive innovative use of audio-conferencing involving a population (campus-based advanced learners) and a type of application (task-based language learning) that have received little attention to date: the use of Wimba Voice Tools to provide additional opportunities for spoken interactions between advanced learners of French. The experiment had a dual aim: (a) to examine the suitability of Wimba Voice Tools as an environment for sustained interactive talk, and (b) to study the nature of interactions between advanced learners, with particular reference to the processes supporting collaborative activity. After a brief summary of the rationale and main characteristics of the experiment, the paper focuses on the strategies used by three non-native speaker (NNS) dyads to resolve language problems as they worked on a set of four tasks. Extending the classical model of negotiation for meaning to cover other instances of language-related episodes identified through discourse analysis of the empirical data, the study offers a detailed account of the incidence and nature of negotiated interaction and collaboration between partners. This leads to a discussion covering the impact of functionalities, scaffolding and task effects. The paper ends with some suggestions for future research. Copyright © European Association for Computer Assisted Language Learning 2010

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“…These findings also point to the tremendous potential provided by multiple technologies. In other words, multimodal contexts offer learners opportunities to make choices and take control of not only which tools they elect to use, but also how to take advantage of the various features of the available technology to successfully complete the task at hand (Kenning, 2010).…”

Section: Technology Tasks and L2 Learning Outcomesmentioning

confidence: 99%

Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production

Ziegler

2016

Ann Rev Appl Linguist

179

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Over the last few decades, task-based language teaching (TBLT) has garnered increasing attention from researchers and educators alike. With a strong and growing body of research demonstrating the efficacy of tasks to support and facilitate second language development and performance (e.g., Keck, Iberri-Shea, Tracy-Ventura, & Wa-Mbaleka, 2006), TBLT has become a leading pedagogical approach. Similarly, computer-assisted language learning (CALL) has also grown as a field, with the use and integration of technology in the classroom continuing to increase (Petersen & Sachs, 2015). As these fields have matured, a reciprocal relationship has developed (Lai & Li, 2011), with the literature on tasks and technology seeking to not only examine how technology might support and facilitate language learning, but how TBLT might serve as a framework to more thoroughly investigate CALL. In light of the expanding research on tasks and technology, this review article aims not only to provide a current state of the art of how technology-mediated TBLT facilitates and supports second language development and performance, but also to describe how technology can contribute to our understanding of how features of TBLT, such as task design features and task implementation, influence the success of second language acquisition. Suggestions for possible research agendas in technology-mediated TBLT are also made.

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Differences that make the difference: a study of functionalities in synchronous CMC

Cited by 43 publications

References 39 publications

The use of videoconferencing to support multimodal interaction in an online language classroom

The use of videoconferencing to support multimodal interaction in an online language classroom

Collaborative scaffolding in online task-based voice interactions between advanced learners

Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production

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