Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions toward English as an international language (EIL)

Abstract

Despite the accumulated body of research on teaching English as an international language (EIL), few have offered a detailed overview of how to implement an EIL classroom, and still fewer empirical studies have been conducted. Twenty-one university students at a Japanese university participated in the study in the spring semester of 2015. The videoconference-embedded classroom (VEC) as an instructional intervention was implemented for 14 weeks: (1) pre-videoconference task (i.e. reading and presenting/discussing EIL issues) (11 weeks), (2) during-videoconference task (i.e. interacting online with EIL experts from three circle countries) (2 weeks), and (3) post-videoconference task (i.e. writing/presenting the final term paper on EIL issues) (1 week). Using a mixed research method consisting of a questionnaire, post-course class evaluations in spring 2014 (without VEC) and spring 2015 (with VEC), and in-class observations, VEC was found to have important pedagogical benefits as it created an interactive learning environment and deepened the understanding of the EIL content. Additionally, 81% of the participants had positive perceptions of EIL. Pedagogically, practitioners can implement EIL ideas using VEC pedagogy at the instructional level. Theoretically, it can also add new empirical findings to the field, which may help bridge a discrepancy between theory and practice.

Informal digital learning of English and strategic competence for cross-cultural communication: Perception of varieties of English as a mediator

“…socializing with other users of English via social media; Lee & Lee, 2019a) on EFL students' enhanced ability to employ the cross-cultural communication strategy. However, previous interventional studies (Ke & Cahyani, 2014;Lee et al, 2018) were primarily organized and monitored by teachers in a formal classroom. Moreover, a potential confounding factor (participants with overseas experience) was not contained in the analyses of the previous study (Lee & Lee, 2019b).…”

“…EIL educators have also begun integrating a range of technology into their approaches to EIL pedagogy (Ke & Cahyani, 2014;Lee et al, 2018;Tanghe, 2014). Nevertheless, these studies have taken place in formal CALL contexts, in which EIL educators primarily structure and assess such activities.…”

“…Against this shifting sociocultural landscape, English language teaching (ELT) professionals have made consistent efforts to prepare English learners to function successfully by enhancing their perceptions of different varieties of English, as well as their perceived ability to adopt strategies for effective cross-cultural communication (Matsuda, 2017). With the development of technology and its greater affordance for language learning, ELT scholars have recently begun studying the pedagogical benefits of computer-assisted language learning (CALL) on the perceptional development of varieties of English, in addition to strategic competence for cross-cultural communication among English as a foreign language (EFL) learners in in-class and extracurricular CALL settings (Lee, Nakamura & Sadler, 2018) and in extramural CALL settings (also known as informal digital learning of English [IDLE]) (Lee & Lee, 2019a).…”

Informal digital learning of English and English as an international language: The path less traveled

“…One of the recent approaches to implementing EIL pedagogy has been taken by computer‐assisted language learning (CALL) researchers through the use of videoconferencing, online discussion board, email exchange and real‐time satellite news. In general, these technology‐supported interventions are found to induce positive attitudes toward EIL (Lee, Nakamura, & Sadler, ). Despite their pedagogical benefits, these approaches have been primarily conducted in instructional or extracurricular contexts, leaving out a rapidly emerging CALL venue—namely, the informal digital learning of English (IDLE) environment.…”

Applying Screencast and Google Classroom Application for EPT Online Course

“…In addition, students are already familiar with other menus on google namely; document, sheet, drive, slide, and form. Lee [7] said that Google Classroom is able to maintain students' score progress and they feel convenient in using it. On the other hand, screencast offers simplicity on making videos that focus on the audio of the teachers and the visual of the material without using many cameras.…”