View
303
Download
1
Category
Tags:
Preview:
DESCRIPTION
Presentation held at the international Congress Antwerp CALL 2010
Citation preview
Native & non-native speaker interactions through video web communication and Second
Life: a clue for enhancing motivation?
Kristi Jauregi, Rick de Graaff, Sterre Krooshof, Huub van den Bergh &
Silvia CantoUtrecht University
Structure• Introduction to NIFLAR • Results research on impact of video web
communication on motivation• Experiences with virtual worlds • Conclusions
Background to NIFLAR
Europeans’ language skills far from being optimal (EUDICE, ELISE, CILT)
Limitations in FLL & teaching contexts:• FLL > teacher, book and grammar oriented• Scarce opportunities for FL learners to engage in meaningful interaction
with native peers • Low motivation, low levels of achievement, possible drop outs (Final Report
High Level Group of Multilingualism, 2007)
• Intercultural awareness insufficiently addressed (Lace Report, 2007) • ICT underused (ICT-Impact Report, 2006)
NIFLAR• Time span: 1 January 2009 – 31 December 2010• Lifelong Learning Programme• Partners: Universities of
– Utrecht in the Netherlands– Granada and Valencia in Spain– Coimbra in Portugal – Palacky in Olomouc the Czech Republic,– Nevsky and Novosibirsk in Russia– Concepción in ChileTELL Consult (Netherlands)2 secondary schools, in Spain and The NetherlandsCoordination: Utrecht University
• Target languages: Dutch, Portuguese, Russian & Spanish
To enrich and innovate academic programs of foreign languages and make them more rewarding and relevant enhance motivation
Using two virtual environments:– Video web communication (Adobe Connect) – 3D Virtual Worlds (Second Life / Open SIM)
Two target groups: – FL learners at secondary and tertiary levels – Pre- (in) service teachers
Main objective of NIFLAR:
Second Life
Open Sim
Adobe connect
Actions to enhance motivation of FLls in NIFLAR (1):
1. Enriching the context of FLL: putting the learner (Tudor, 1996) and interaction (van Lier, 1996) at the heart of the learning process.
2. Providing challenging and innovative learning environments (video-web communication and 3D virtual worlds, which facilitate synchronous (native-non-native) speaker interaction (Jauregi & Bañados, 2008; 2010).
3. Promoting collaborative networked learning (Warschauer 1997) and action learning (Molka Danielsen & Deutschmann, 2009).
Actions to enhance motivation of FLls in NIFLAR (2):
4. Favouring experiences of enjoyment and success (interaction with native peers, participation in simulated target language culturally relevant contexts and events through relevant tasks).
5. Enhancing the learner’s willingness to communicate (MacIntyre et al. 2001)
6. Supporting authenticity of learning by favouring Integrative motivation (learner's positive attitudes towards the target language group and the desire to integrate into the target language community) (Gardner, 1985) Dörnyei & Csizér, 2005).
NIFLAR stimulates positive intercultural contacts respecting conditions reported to be essential in
successful exchanges (Dörnyei & Csizér, 2005)
(a) equal status between the individuals/groups within the contact situation;
(b) shared pursuit of common goals; (c) perception of common interests; (d) intergroup cooperation; (e) authority support; (f) friendship potential; (g) possibility to share and empathize with others.
Actions to enhance motivation in NIFLAR (3):
7. Developing tasks, which require active participation with peers and dynamic communication exchanges and which involve a combination of entertainment, leisure, game as meaningful ways of learning the target language and its culture (High Level Group of Multilingualism, 2007).
8. For the pre-service teachers: providing opportunities to interact with 'real' foreign language learners, to be engaged in task design and action research.
Task design principles for ICC in VWC & VW
• Communicative competence in L2 acquisition (Willis, 1996; Doughty & Long, 2003; Ellis, 2003; Moonen, 2007; Long, 2009)
• Intercultural competence in L2 acquisition(Byram, 1997; Müller-Jacquier, 2003; Zarate et al 2004)
• The application of VWC and VW in L2 acquisition (Jauregi & Bañados, 2008; Deutschmann, Panichi & Molka, 2009; Hauck, 2010)
The impact of video web communication on motivationResearch questions:• Does native – non-native speaker interaction
through VWC affect motivation?• Is this effect different for lower vs. higher
proficiency level language learners?
Participants and procedure• 36 Czech students of Dutch L2 (A2; B1)• 35 Dutch student teachers• 3 VWC sessions during a 10 weeks’ course• Weekly questionnaires on willingness to
communicate
Examples of video-web communicationFirst Second
My competence in the TL is sufficient to communicate with native speech partners
2 3 4 5 6 7 8 9
Week
2.0
2.5
3.0
3.5
4.0
4.5
Mea
n S
core
A2A2
A2A2
A2A2
A2A2
B1 B1 B1 B1B1
B1 B1B1
Because of my positive attitude I can communicate well with native speech partners
2 3 4 5 6 7 8 9
Week
2.5
3.0
3.5
4.0
4.5M
ean
Sco
re
A2A2
A2A2
A2
A2A2
A2
B1 B1 B1 B1 B1B1 B1 B1
I like speaking to native speakers in the target language
2 3 4 5 6 7 8 9
Week
3.0
3.5
4.0
4.5
Mea
n S
core
A2
A2
A2
A2
A2
A2
A2
A2
B1B1
B1B1
B1 B1B1 B1
I can explain myself well in the target language
2 3 4 5 6 7 8 9
Week
2.0
2.5
3.0
3.5
4.0
4.5
Mea
n S
core
A2A2
A2A2
A2
A2A2
A2B1
B1B1
B1B1 B1
B1B1
I understand (almost) everything when communicating with my native speech partner
2 3 4 5 6 7 8 9
Week
2.0
2.5
3.0
3.5
4.0
4.5
Mea
n S
core
A2A2
A2A2
A2
A2A2
A2B1B1
B1B1
B1 B1B1
B1
I enjoy the language course this semester
2 3 4 5 6 7 8 9
Week
3.0
3.4
3.8
4.2
4.6
Mea
n S
core A2 A2
A2 A2 A2A2 A2 A2
B1 B1B1 B1 B1
B1 B1 B1
I get worried when I make mistakes when interacting in the target language
2 3 4 5 6 7 8 9
Week
2.5
3.0
3.5
4.0
Mea
n S
core
A2A2
A2A2
A2
A2A2
A2
B1 B1B1 B1 B1
B1 B1 B1
Evaluating experiences: FLl learning processTL:Dutch // N: 25
Questions over the FL learners’ learning process
(1 disagree … 5 agree)
T (UU)N=25Mean StDev
FL (PU)N=25Mean StDev
38 a. They/I have learned to talk more fluently 4,0 0,7 3,5 0,9*
38 b. They/I became more confident talking in the TL 4,1 0,7 4,0 0,4
38 c. They/I became more aware of cultural contrasts & similarities
3,7 0,9 3,2 1,3
38 d. They/I have learned new words 3,7 0,6 3,2 0,7*
38 e. They/I can talk more accurately 3,0 0,6 2,6 1,7
Experiences with Second Life
• February – April 2010• Part of a bigger research study (2 exper. gr & 1 cotrl gr)
• TL: Spanish, B1• Participants: 14 FLls (UU) & 7 pre-service teachers (UV)• Interaction formats: trio’s• Tutorials + 5 interaction sessions (1-2 hours)• Tasks integrated in academic curricula (obligatory for FLls)
• Data: recordings, pre-mid- and post-questionnaires, interviews
Tasks in Second LifeTask 1
Task 2
Task 3
Task 4
Results post-questionnaires:The environment
X: 3,64; N:14)
Results post-questionnaires:Tasks
Results post-questionnaires: speech partner
Results post-questionnaires: learning
Results post-questionnaires: learning
To ta
lk m
ore
fluen
tly
Conclusions:The added value of integrating virtual interaction in education
1. Challenging, motivating and innovative learning environments.2. Offer opportunities for real-life and virtual synchronous communication with
native speakers of the target language.3. Rich linguistic and intercultural learning sequences emerge.4. Collaborative learning and learner autonomy are enhanced.5. They favour experiences of enjoyment and success. 6. Support authenticity of learning by favouring Integrative motivation.7. Significant impact of VWC and SL tasks on willingness to communicate.8. Impact on motivation in VWC was greater with lower level (A2) than with
higher level (B1) students: proficiency effect or novelty effect?9. Intersubjectivity and social empathy are enhanced: participants do not just
carry out pedagogical tasks together but work also to create intersubjectivity and friendship.
Would you like to know more about NIFLAR?
Join us in niflar.ning.comwww.niflar.eu
k.jauregi@uu.nlrdegraaff@uu.nl
Recommended