Multimodal instruction-giving practices in webconferencing-supported language teaching

Abstract

Supplementary material: doi.org/10.1016/j.system.2017.09.002International audienceThis paper focuses on instruction-giving practices, a crucial but under-researched aspect of online language tutorials. The context for this qualitative study is a telecollaborative exchange focussing on French as a foreign language. We investigate trainee teachers' instructions for a role-play rehearsal task during webconferencing-supported language teaching sessions. Multimodal (inter)action analysis (Jewitt, Bezemer, & O'Halloran, 2016; Norris, 2004) of the data from three sessions reveals how the trainees mark different stages in the instructions using gaze and webcam proximity, allocate roles helped by the use of gaze (Satar, 2013) and gestures (Guichon & Wigham, 2016; McNeill, 1992), and introduce key vocabulary using word-stress, gaze and text chat strategies. The paper sheds light on the need to demonstrate clear boundaries between instructions and beginning of the task and the need, in future online teacher training programmes, to prepare trainees to direct learners' attention to the resources needed for task accomplishment, explain how the task will be accomplished using the online resources and harness the potential of semiotic resources during this teaching phase

Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study

“…Shi, Stickler, & Lloyd, 2017) would also help better understand participants' attention and awareness. Concerning participant numbers, we incorporated two learners to allow for comparisons with previous research (Satar & Wigham, 2017), yet individual classes are perhaps more common in online teaching. To overcome this potential limitation, we have collected further data where the same task is conducted with one learner to explore whether the use of the print mode would differ in this context.…”

“…Comparing written instructions in an asynchronous teaching platform with verbal instructions in multimodal synchronous teaching, Cappellini and Combe (2017) reported that trainee-teachers experienced unexpected challenges concerning managing the digital task resources, such as having to instruct the learners on how to download a document, especially in the synchronous platform. Satar & Wigham (2017) addressed the multimodal resources trainee-teachers employed whilst delivering task instructions, and demonstrated the use of textchat in introducing key vocabulary items in both spoken and written language (dual modality).…”

“…Whilst most studies investigated pedagogical interactions within a task-based approach, research has not specifically focused on instruction delivery despite this potentially being a key pedagogical competence for task success (Watson Todd, Chaiyasuk, and Tantisawetrat, 2008). Furthermore, published research has focused upon trainee-teachers (Cappellini & Combe, 2017;Satar & Wigham, 2017) with research sites being teacher-training courses led by the researchers. Few studies concern experienced online teachers.…”

Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction

“…Hampel and Stickler 2012;Guichon and Cohen 2014). These and other studies have explored videoconferencing practices both in interaction between dispersed individuals (Satar 2013;Guichon and Cohen 2014;Rusk and Pörn 2019) and between small groups or larger classroom cohorts (Austin, Hampel, and Kukulska-Hulme 2017;Satar and Wigham 2017).…”

Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University

“…Mobile instant messaging helps learners to exchange immediate feedback on their language use [46]. Blackboard Collaborate Ultra, which is a synchronous video/screencast recording system, provides space for learners to interact with peers and teachers during online classes in real time [47,48].…”