Multimodal language learner interactions via desktop videoconferencing within a framework of social presence: Gaze

Abstract

Desktop videoconferencing (DVC) offers many opportunities for language learning through its multimodal features. However, it also brings some challenges such as gaze and mutual gaze, that is, eye-contact. This paper reports some of the findings of a PhD study investigating social presence in DVC interactions of English as a Foreign Language (EFL) teacher trainees. The case study approach involved the exploration of online interactions of five cases (pairs) within an interpretivist paradigm. Data collection included interviews, questionnaires and analysis of DVC recordings. The study emphasizes the importance of eye-contact in online multimodal communication to facilitate the establishment of social presence. Five types of gaze that were observed in learner interactions and participants' perspectives on eye-contact are reported. The conclusions include technical suggestions for the use of a webcam as well as pedagogical implications of online video interaction.

The Impact of the Webcam on an Online L2 Interaction

“…Yamada and Goda (2012) have argued that significant communication in online settings requires creating a sense of presence facilitative of "smooth and meaningful interactions." Smoothness of mediated communication and psychological dimensions are usually united through the concept of "social presence," which is central in studies assessing the potential of the webcam in an interaction (Satar, 2013;Yamada & Akahori, 2009). In their seminal work, Short, Williams, and Christie (1976, p. 65) defined social presence as the "degree of salience of the other person in the interaction and the consequent salience of the interpersonal relationship."…”

Multimodal instruction-giving practices in webconferencing-supported language teaching

“…However, impossibility of efficiently using gaze in online conversations (Satar, 2013) and, in the context of online instruction-giving, for turn designation necessitated the use of gestures and vocatives in role allocation.…”

“…Although several studies have examined the use of multimodal resources in webconferencing-supported teaching (Codreanu & Combe-Celik, 2013;Develotte, Guichon, & Vincent, 2010;Hampel & Stickler, 2012;Örnberg Berglund, 2009;Satar, 2013;Guichon & Wigham, 2016), we failed to identify any studies specifically dedicated to instruction-giving sequences. For instance, although talk-external artefacts can also play an essential role in the accomplishment of online tasks, their employment must be appropriated by teachers and learners due to restricted access to visual cues signalling learner orientation to the artefact, including gaze and posture.…”

Closer to far away: transcending the spatial in transnational families’ online video calling

“…A few studies have focused on how communication is mediated across such platforms and their capacity to 'imitate' off-line, face-to-face communication (Lin and Voong 2013;Lomicka and Lord 2007;Lamy and Flewitt 2011). Some features, such as eye contact and touch have been described as 'unavailable' in such mediated communication, which, it has been argued, may challenge participants' social presence, sense of togetherness and proximity (Satar 2013). Framing is a significant phenomenon of online communication as it defines the site of display or space by which particular actions are made possible.…”