Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-22T20:25:59.590Z Has data issue: false hasContentIssue false
  • English
  • Français

Effects of webcams on multimodal interactive learning

Published online by Cambridge University Press:  13 February 2013

Tatiana Codreanu  and
Christelle Combe Celik
Tatiana Codreanu
Affiliation:
ICAR Research Laboratory, École Normale Supérieure, 15 Parvis René Descartes, BP 7000, 69342 Lyon Cedex 07, France (email: [email protected])
Christelle Combe Celik
Affiliation:
LIDILEM, University Stendhal Grenoble 3, BP 25, 38040 Grenoble Cedex 09, France (email: [email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper describes the multimodal pedagogical communication of two groups of online teachers; trainee tutors (second year students of the Master of Arts in Teaching French as a Foreign Language at the University Lumière-Lyon 2) and experienced teachers based in different locations (France, Spain and Finland). They all taught French as a Foreign Language to a group of students from UC Berkeley in 2010. They participated in a project using a desktop videoconferencing platform (VISU1) designed for delivering online courses. The study focuses on the webcam's effects on teaching and learning and tries to answer the following question: how does multimodal interaction affect interactive learning? Our hypothesis is that experienced teachers channel information through the webcam more efficiently and effectively in order to engage learners in knowledge construction. This paper presents the results of research based on an empirical method of collecting ecological data.

Keywords

computer-mediated discourse analysisdesktop videoconferencinginteraction analysismultimodalityonline tutoring
Type
Research Article
Information
ReCALL , Volume 25 , Issue 1 , January 2013 , pp. 30 - 47
Copyright
Copyright © European Association for Computer Assisted Language Learning 2013

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bétrancourt, M., Guichon, N.Prié, Y. (2011) Assessing the use of a Trace-Based Synchronous Tool for distant language tutoring. Proceedings of the 9th International Conference on Computer-Supported Collaborative Learning, Vol. 1. Hong-Kong, July 2011, 478–485.Google Scholar
Brown, P.Levinson, S. (1987) Politeness : Some Universals in Language Usage. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Cosnier, J. (2008) Les gestes du dialogue. In: Cabin, P. and Dortier, J-F (eds.), La communication, état des savoirs. Auxerre: Editions Sciences Humaines, 119–128.Google Scholar
Cosnier, J.Develotte, C. (2011) Le face à face en ligne, approche éthologique. In: Develotte, C., Kern, R. and Lamy, M.-N. (eds.), Décrire la conversation en ligne. Lyon: ENS Editions, 27–50.CrossRefGoogle Scholar
Develotte, C., Guichon, N.Kern, R. (2008) “Allo Berkeley? Ici Lyon… Vous nous voyez bien?” Étude d'un dispositif de formation en ligne synchrone franco-américain à travers les discours de ses usagers, Alsic, 11(2) http://alsic.revues.org/index892.htmlCrossRefGoogle Scholar
Develotte, C., Guichon, N.Vincent, C. (2010) The use of the webcam for teaching a foreign language in a desktop videoconferencing environment. ReCALL, 23(3): 293–312.CrossRefGoogle Scholar
Develotte, C., Kern, R.Lamy, M.-N. (2011) Décrire la conversation en ligne. Lyon: ENS EDITIONS.CrossRefGoogle Scholar
Goffman, E. (1967) Interaction Ritual. Essays in Face-to-Face Interaction. Garden City, NY: Doubleday.Google Scholar
Goffman, E. (1973) La mise en scène de la vie quotidienne, Tome 1: la présentation de soi. Paris: Editions de Minuit, collection Le Sens Commun.Google Scholar
Goffman, E. (1974) Les rites d'interaction. Paris: Editions de Minuit, collection Le Sens Commun.Google Scholar
Guichon, N. (2010) Preparatory study for the design of a desktop videoconferencing platform for synchronous language teaching. Computer Assisted Language Learning, 23(2): 171–184.CrossRefGoogle Scholar
Guichon, N. (2011) Former les futurs enseignants de langue en ligne par le biais de la rétrospection. Alsic, 14(1) http://alsic.revues.org/1983Google Scholar
Guichon, N., Bétrancourt, M.Prié, Y. (2012) Managing written and oral negative feedback in a synchronous online teaching situation. Computer assisted language learning, 25(2): 181–197.CrossRefGoogle Scholar
Herring, S.-C. (2004) Computer-Mediated Discourse Analysis: An Approach to Researching Online Behavior. In: Barab, S.-A., Kling, R. and Gray, J.-H (eds.), Designing for Virtual Communities in the Service of Learning. New York: Cambridge University Press, 338–376.CrossRefGoogle Scholar
Jones, R.H. (2004) The problem of context in computer-mediated communication. Discourse and Technology: Multimodal Discourse Analysis. In: Levine, P. and Scollon, R. (eds.), Washington: Georgetown University Press, 20–33.Google Scholar
Kerbrat-Orecchioni, C. (1996) La conversation. Paris: Seuil (Mémo).Google Scholar
Kerbrat-Orecchioni, C. (1997) Le traitement des actes de langage en analyse des conversations: l'exemple du remerciement. In: Weigand, E. (ed.), Dialogue Analysis: Unites, relations and strategies beyond the sentence. Tübingen: Niemeyer, 129–143.CrossRefGoogle Scholar
Kerbrat-Orecchioni, C. (2005) Le discours en interaction. Paris: Armand Colin.Google Scholar
Lamy, M.-N.Flewitt, R. (2011) Describing online conversations: insights from a multimodal approach. In: Develotte, C., Kern, R. and Lamy, M.-N. (eds.), Décrire la conversation en ligne. Lyon: ENS Editions, 71–93.CrossRefGoogle Scholar
Mangenot, F. (2007) Analyser les interactions pédagogiques en ligne, pourquoi, comment? In: Gerbault, J. (ed.), La langue du cyberespace : de la diversité aux normes. Paris: L'Harmattan, 105–120.Google Scholar