The Impact of the Webcam on an Online L2 Interaction

Guichon, Nicolas; Cohen, Cathly

doi:10.3138/cmlr.2102

Cited by 63 publications

(47 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The scope of videoconference research goes further to explore various aspects related to second-language instruction. For example, regarding technology issues, researchers undertook the evaluation of videoconferencing-tool functionalities (Guichon & Cohen, 2014;Wang, 2004) and the collaboration with technicians to develop appropriate videoconferencing tools for online language instruction (Guichon, 2010). In addition, the process of videoconferencing activities has been called for more investigations (Codreanu & Celik, 2013;Hampel & Stickler, 2012).…”

Section: Applying Videoconferencing To Second-language Learning and Tmentioning

confidence: 99%

Native English-speaking teachers' perspectives on using videoconferencing in learning English by Taiwanese elementary-School students

2018

JALTCALL

View full text Add to dashboard Cite

show abstract

Section: Applying Videoconferencing To Second-language Learning and Tmentioning

confidence: 99%

Native English-speaking teachers' perspectives on using videoconferencing in learning English by Taiwanese elementary-School students

2018

JALTCALL

View full text Add to dashboard Cite

show abstract

“…The hardware and software through which ideas are expressed filter and transform communicative activity influencing the choice of how best to convey those ideas (Hampel, 2014). This study follows the view of Develotte, Guichon and Vincent (2010) that Skype video conferencing software provides a new cultural tool that potentially restructures the way in which voices interact through a whole range of meaning making resources in new situations (see also Guichon and Cohen, 2014).…”

Section: The Research Questions and An Overview Of The Literaturementioning

confidence: 99%

Video conferencing and multimodal expression of voice: Children's conversations using Skype for second language development in a telecollaborative setting

Austin

Hampel

Kukulska‐Hulme

2017

System

View full text Add to dashboard Cite

This article explores how voice is expressed in a telecollaborative project using Skype to connect two groups of primary age English language learners across two countries. Voice is understood as the ways in which language and other semiotic means are used for communication (Blommaert, 2008). This theoretical view frames the qualitative study into how voice is expressed materially involving tools such as verbal language, body language, technology, and the spatial and temporal dimensions within which the children's conversation happens. A methodology for analysing the video recorded data was developed using Scollon and Scollon's concept of geosemiotics. This method of analysis investigates how language is materially assembled through interaction with others in the physical world. The study shows that telecollaborative conversations create particular conditions which affect the ways children express their voice. The implications discussed in the conclusion have the potential to initiate wider discussion in the context of early childhood education and language learning concerning the importance of a multimodal perspective on how children express voice to support their communication when using video conferencing.

show abstract

“…In line with Goffman's approach, Jones (2004) highlights that CMC technologies offer unique semiotic possibilities allowing users "to be present to one another and to be aware of the people's presence" (Jones, 2004: 23). Guichon & Cohen (2014) have proposed the term "online teacher presence" by which they refer to the ways teachers make themselves present to their students during online synchronous interaction.…”

Section: Attention To Framingmentioning

confidence: 99%

A semiotic perspective on webconferencing-supported language teaching

Guichon

Wigham

2015

ReCALL

Self Cite

View full text Add to dashboard Cite

In webconferencing-supported teaching, the webcam mediates and organizes the pedagogical interaction. Previous research has provided a mixed picture of the use of the webcam: while it is seen as a useful medium to contribute to the personalization of the interlocutors' relationship, help regulate interaction and facilitate learner comprehension and involvement, the limited access to visual cues provided by the webcam is felt as useless or even disruptive.This study examines the meaning-making potential of the webcam in pedagogical interactions from a semiotic perspective by exploring how trainee teachers use the affordances of the webcam to produce non-verbal cues that may be useful for mutual comprehension. The research context is a telecollaborative project where trainee teachers of French as a foreign language met for online sessions in French with undergraduate Business students at an Irish university. Using multimodal transcriptions of the interaction data from these sessions, screen shot data, and students' post-course interviews, it was found, firstly, that whilst a head and shoulders framing shot was favoured by the trainee teachers, there does not appear to be an optimal framing choice for desktop videoconferencing among the three framing types identified. Secondly, there was a loss between the number of gestures performed by the trainee teachers and those that were visible for the students. Thirdly, when trainee teachers were able to coordinate the audio and kinesic modalities, communicative gestures that were framed, and held long enough to be perceived by the learners, were more likely to be valuable for mutual comprehension.The study highlights the need for trainee teachers to develop critical semiotic awareness to gain a better perception of the image they project of themselves in order to actualise the potential of the webcam and add more relief to their online teacher presence.

show abstract

The Impact of the Webcam on an Online L2 Interaction

Cited by 63 publications

References 24 publications

Native English-speaking teachers' perspectives on using videoconferencing in learning English by Taiwanese elementary-School students

Native English-speaking teachers' perspectives on using videoconferencing in learning English by Taiwanese elementary-School students

Video conferencing and multimodal expression of voice: Children's conversations using Skype for second language development in a telecollaborative setting

A semiotic perspective on webconferencing-supported language teaching

Contact Info

Product

Resources

About