Multimodal meaning making: Navigational acts in online speaking tasks

Knight, Janine; Dooly, Melinda; Barberà, Elena

doi:10.1016/j.system.2018.07.007

Cited by 11 publications

(6 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The framework highlights that learners are “multitasking” (Knight & Barberà, 2016) as they carry out oral turns and initiate and respond to screen-based resources. Learner agency is also evident in how they attach (or fail to attach) importance to the textual instructions and prompts and in how they repurpose the navigational resources.…”

Section: Resultsmentioning

confidence: 99%

“…Vetter and Chanier’s (2006) study on how language learners used multimodal tools to make spoken interactions highlighted text, speech, and graphics for communication as well as the interplay of modes (text and spoken language). Knight and Barberà’s (2016) study of peer-to-peer spoken interaction tasks using an audioconferencing tool found that learners were multitasking as they interacted with language (text), image (photo), icon (pop-up) and navigational resources and that the different screen-based resources appeared to relate to different learner purposes. Balaman and Sert’s (2017) study on two different task types in two different settings (face-to-face and online using audioconferencing) also highlighted screen-based modes – in their case, the video clips on the screen whereby learners could type answers, click on answer buttons and receive correct answers whilst conversing with their partner.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks

Knight

Dooly²,

Barberà³

2019

ReCALL

Self Cite

View full text Add to dashboard Cite

Research into the multimodal aspects of language is increasingly important as communication through a screen plays a greater role in modern society than ever before (Liou, 2011). Multimodality has been explored from a number of angles relating to computer-mediated communication (CMC), such as its affordances and impact on language learners, highlighting its relevance and importance in the field of second language acquisition (SLA). Because CMC scenarios require attending to both peers and the screen, learners can be seen as positioned as “semiotic initiators and responders” (Coffin & Donohue, 2014). Increasingly, researchers are highlighting a need for a methodological “turn” to analyse this scenario from a “language” focus to a more holistic understanding of the interactions (Flewitt, 2008; Hampel & Hauck, 2006; Kress & van Leeuwen, 2001; Lamy, 2006). Along these lines, this case study explores how the action of task completion is mediated between six dyads (and individuals within the dyads) during an online peer-to-peer audioconferencing event. Drawing on notions from multimodal (inter)actional analysis (Norris, 2004, 2006) and the notion of “semiotic initiators and responders”, it investigates semiotic mediation with screen-based resources through analysis of audio recordings, screenshots, log files, task simulation and reconstruction. Results highlight oral and screen-based initiations and responses that take place during task completion, which is presented as a framework.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks

Knight

Dooly²,

Barberà³

2019

ReCALL

Self Cite

View full text Add to dashboard Cite

show abstract

“…Gaze direction and shifts were salient lower-level actions for signalling engagement with the print mode whereas, for the fragment sending the resource, object handling combined with the print mode assumed high prominence. Although emerging CALL research is beginning to utilise multimodal (inter)action analysis as a new method (Satar & Wigham, 2020;Knight, Dooly and Barberà, 2018), modal composition of teachers' actions have yet to be revealed in such detail to inform our understanding of online language teachers' multiple foci of attention.…”

Section: Author Contributionsmentioning

confidence: 99%

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

Wigham¹,

Satar

2021

ReCALL

View full text Add to dashboard Cite

Online language teaching is gaining momentum worldwide and an expanding body of research analyses online pedagogical interactions. However, few studies have explored experienced online teachers’ practices in videoconferencing particularly while giving instructions, which are key to success in task-based language teaching (Markee, 2015). Adopting multimodal (inter)action analysis (Norris, 2004, 2019) to investigate the multimodal construction of instructions in a single case study, we examine instruction-giving as a social practice demonstrated in a specific site of engagement (a synchronous online lesson recorded for research purposes). Drawing on the higher-level actions (instruction-giving fragments) we have identified elsewhere (Satar & Wigham, 2020), in this paper we analyse the lower-level actions (modes) that comprise these higher-level actions, specifically focusing on the print mode (task resource sheets, URLs, text chat, and online collaborative writing spaces) wherein certain higher-level actions become frozen. Our findings are unique in depicting the modal complexity of sharing task resources in synchronous online teaching due to semiotic misalignment and semiotic lag that precludes the establishment of a completely shared interactional space. We observe gaze shifts as the sole indicator for learners that the teacher is multitasking between different higher-level actions. Further research is needed to fully understand the interactional features of online language teaching via videoconferencing to inform teacher training policy and practice.

show abstract

“…Another study was carried out to look into the connection between student agency and technology-enhanced learning by Knight and Barbera (2018). They focused on learner's agency in Computer-Assisted Language Learning (CALL).…”

Section: Introductionmentioning

confidence: 99%

Exploring Efl Learners’ Agency in Online English Language Teaching During the Covid 19 Pandemic

Rohadi¹,

Ikawati²,

Aisyiyah³

2023

ERJEE

View full text Add to dashboard Cite

This qualitative descriptive study intends to investigate how student agency skills were affected by online EFL instruction during the COVID-19 epidemic, as well as how it would have affected future learning and teaching. The study focuses on pre-service student teachers in Indonesia, aiming to equip them with the necessary skills for academic success and the modern job market. The results show that learners' agency was essential to their adjustment to the online learning environment, especially when taking into account elements like choice, fairness, participation, interest, motivation, self-efficacy, teacher support, and peer support. Moreover, the study highlights the importance of fostering student agency in EFL teaching and learning activities, which not only provide content-based learning but also create collaborative language learning environments that empower learners to utilize a variety of online resources and tools. Overall, this study provides insights into the effective implementation of online language education during unprecedented times while emphasizing the importance of student agency for successful EFL learning and teaching.

show abstract

Multimodal meaning making: Navigational acts in online speaking tasks

Cited by 11 publications

References 18 publications

Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks

Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks

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

Exploring Efl Learners’ Agency in Online English Language Teaching During the Covid 19 Pandemic

Contact Info

Product

Resources

About