Task Design in Videoconferencing-supported Distance Language Learning
DOI:
https://doi.org/10.1558/cj.v24i3.591-630Keywords:
Task Design, Videoconferencing, Computer-mediated Communication (CMC), Synchronous Computer-mediated Communication (SCMC), NetMeeting, Distance Language Learning (DLL)Abstract
This article addresses a pervasive need in the area of videoconference-supported distance language learning: task design. On the basis of Chapelle's (2001) criteria for CALL task appropriateness, this article proposes a set of criteria for evaluating videoconferencing-based tasks which examine such aspects of a task as practicality, language-learning potential, learner fit, authenticity, and positive impact. These criteria were then tested with language learners who completed various tasks using a videoconferencing tool called NetMeeting. Upon examination of the findings in regard to each of these criteria, issues in videoconferencing task design and performance are recommended for further study.
References
Barnes, S. (2000). What does electronic conferencing afford distance education? Distance Education, 21 (2), 236-244.
Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4 (1), 120-136. Retrieved March 8, 2007, from http://llt.msu.edu/vol4num1/blake
Blake, R. (2005). Bimodal CMC: The glue of language learning at a distance. CALICO Journal, 22 (3), 497-511.
Buckett, J., Stringer, G., & Datta, J. (1999). Life after ReLaTe: Internet videoconferencing’s growing pains. In K. Cameron (Ed.), CALL and the learning community (pp. 31-38). Exeter: Elm Bank Publications.
Chapelle, C. A. (2001). Computer applications in second language acquisition:Foundations for teaching, testing and research. Cambridge: Cambridge University Press.
Chun, D. (1994). Using computer networks to facilitate the acquisition of interactive competence. System, 22 (1), 17-31.
Doughty, C. (1991). Second language instruction does make a difference: Evidence from an empirical study of SL relativization. Studies in Second Language Acquisition, 13 (4), 431-469.
Doughty, C., & Williams, J. (Eds.). (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
Hampel, R., & Baber, E. (2003). Using Internet-based audio-graphic and video conferencing for language learning. In U. Felix (Ed.), Language learning on-line: Towards best practice (pp. 171-191). Lisse, The Netherlands: Swets & Zeitlinger.
Hampel, R., & Hauck, M. (2004). Towards an effective use of audio conferencing in distance language courses. Language Learning & Technology, 8 (1), 66-82. Retrieved March 8, 2007, from http://llt.msu.edu/vol8num1/hampel
Hauck, M., & Haezewindt, B. (1999). Adding a new perspective to distance (language) learning and teaching—The tutor’s perspective. ReCALL, 11 (2), 46-54.
Hauck, M., & Hampel, R. (2005). The challenges of implementing online tuition in distance language courses: Task design and tutor role. In B. Holmberg, M. Shelley, & C. White (Eds.), Distance education and languages: Evolution and change (pp. 258-277). Clevedon: Multilingual Matters.
Hewer, S., Kötter, M., Rodine, C. R., & Shield, L. (1999). The right tools for the job: Criteria for the choice of tools in the design of a virtual, interactive environment for distance language learners and their tutors. Paper presented at the CAL 99, London.
Kern, R. (1996). Computer-mediated communication: Using e-mail exchanges to explore personal histories in two cultures. In M. Warschauer (Ed.), Telecollaboration in foreign language learning (pp. 105-119). Honolulu, HI: University of Hawaii, Second Language Teaching & Curriculum Center.
Kitade, K. (2000). L2 learners’ discourse and SLA theories in CMC: Collaborative interaction in Internet chat. Computer Assisted Language Learning, 13 (2), 143-166.
Kötter, M. (2001). Developing distance language learners’ interactive competence - Can synchronous audio do the trick? International Journal of Educational Telecommunications, 7 (4), 327-353.
Kötter, M. (2003). Negotiation of meaning and codeswitching in online tandems. Language Learning and Technology, 7 (2), 145-172. Retrieved March 7, 2007, from http://llt.msu.edu/vol7num2/kotter
Kötter, M., Shield, L., & Stevens, A. (1999). Real-time audio and email for fluency: Promoting distance language learners’ aural and oral skills via the Internet. ReCALL, 11 (2), 55-60.
Lamy, M.-N. (2004). Oral conversations online: Redefining oral competence in synchronous environments. ReCALL, 16 (2), 520-538.
Lamy, M.-N., & Goodfellow, R. (1999). “Reflective conversation” in the virtual language classroom. Language Learning & Technology, 2 (2), 43-61. Retrieved March 7, 2007, from http://llt.msu.edu/vol2num2/article2
Lee, L. (2004). Learner’s perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning & Technology, 8 (1), 83-100. Retrieved March 7, 2007, from http://llt.msu.edu/vol8num1/lee/default.html
Levy, M., & Kennedy, C. (2004). A task-cycling pedagogy using stimulated reflection and audio-conferencing in foreign language learning. Language Learning & Technology, 8 (2), 50-69. Retrieved March 7, 2007, from http://llt.msu.edu/vol8num2/pdf/levy.pdf
Long, M. H. (1988). Instructed interlanguage development. In L. Beebe (Ed.), Issues in second language acquisition: Multiple perspectives (pp. 115-141). New York: Newbury House.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of research on language acquisition. Vol.2: Second language acquisition (pp. 413-468). New York: Academic Press.
Long, M. H., & Robinson, P. (1998). Focus on form: Theory, research and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 15-41). Cambridge: Cambridge University Press.
McAndrew, P., Foubister, S. P., & Mayes, T. (1996). Videoconferencing in a language learning application. Interacting with Computers, 8 (2), 207-217.
Negretti, R. (1999). Web-based activities and SLA: A conversation analysis research approach. Language Learning & Technology, 13 (1), 75-87. Retrieved March 7, 2007, from http://llt.msu.edu/vol3num1/negretti
Nunan, D. (1993). Teachers interactive decision-making. Sydney, NSW: National Centre for English Language Teaching and Research, Macquarie University.
O’Rourke, B. (2005). Form-focused interaction in online Tandem learning. CALICO Journal, 22 (3), 433-466.
Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 59-86). Cambridge, England: Cambridge University Press.
Pennington, M. C. (1999). The missing link in computer-assisted writing. In K. Cameron (Ed.), CALL: Media, design and application (pp. 271-294). Lisse, The Netherlands: Swets & Zeitlinger.
Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and using communication tasks for second language instruction. In G. Cookes & S. M. Gass (Eds.), Tasks and language learning: Integrating theory & practice (pp. 9-34). Clevedon, England: Multilingual Matters.
Shield, L., Hauck, M., & Hewer, S. (2001). Talking to strangers—The role of the tutor in developing target language speaking skills at a distance. Proceedings of UNTELE 2000, II. Retrieved 7 July, 2002, from http://fels-staff.open.ac.uk/lesleyshield/webbed/untele/shieldhauckhewer/talkingtostrangers.html
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Smith, B. (2003). Computer mediated negotiated interaction: An expanded model. The Modern Language Journal, 87 (1), 38-57.
Smith, M., & Salam, U. (2000). Web-based ESL courses: A search for industry standards. Retrieved September 9, 2001, from http://www.clec.ritsumei.ad.jp/english/callejonline/5-1/msith&salam.html
Sotillo, S. M. (2000). Discourse functions and syntactic complexity in synchronous and asynchronous communication. Language Learning & Technology, 4 (1), 82-119. Retrieved March 7, 2007, from http://llt.msu.edu/vol4num1/sotillo
Stevens, V., & Altun, A. (2002). The Webheads community of language learners online. In Z. Syed (Ed.), The process of language learning: An EFL perspective (pp. 285-318). Abu Dhabi: The Military Language Institute.
Sykes, J. (2005). Synchronous CMC and pragmatic development: Effects of oral and written chat. CALICO Journal, 22 (3), 399-431.
Thorne, S. L., & Payne, J. S. (2005). Evolutionary trajectories, Internet-mediated expression, and language education. CALICO Journal, 22 (3), 371-397.
Tudini, V. (2003). Using native speakers in chat. Language Learning & Technology, 7 (3), 141-159. Retrieved March 7, 2007, from http://llt.msu.edu/vol7num3/tudini
Tudini, V. (2005). Chatlines for beginners: Negotiating conversation at a distance. In B. Holmberg, M. Shelley, & C. White (Eds.), Distance education and languages: Evolution and change (pp. 212-229). Clevedon, UK: Multilingual Matters.
Wang, Y. (2004a). Distance language learning: Interactivity and fourth generation Internetbased videoconferencing. CALICO Journal, 21 (2), 373-395.
Wang, Y. (2004b). Supporting synchronous distance language learning with destop videoconferencing. Language Learning & Technology, 8 (3), 90-121. Retrieved March 7, 2007, from http://llt.msu.edu/vol8num3/pdf/wang.pdf
Wong, J., & Fauverge, A. (1999). LEVERAGE – Reciprocal peer tutoring over broadband networks. ReCALL, 11 (1), 33-142.
Zähner, C., Fauverge, A., & Wong, J. (2000). Task-based language learning via audiovisual networks. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 186-203). Cambridge: Cambridge University Press.
