Jump to ContentJump to Main Navigation
Show Summary Details
More options …

 

Language Learning in Higher Education

Journal of the European Confederation of Language Centres in Higher Education (CercleS)

Editor-in-Chief: Szczuka-Dorna, Liliana / O’Rourke, Breffni

Online
ISSN
2191-6128
See all formats and pricing
Online
Institutional Subscription
€ [D] 233.00 / US$ 350.00 / GBP 191.00*
Individual Subscription
€ [D] 49.00 / US$ 74.00 / GBP 40.00*
Print
Institutional Subscription
€ [D] 233.00 / US$ 350.00 / GBP 191.00*
Individual Subscription
€ [D] 233.00 / US$ 350.00 / GBP 191.00*
Print + Online
Institutional Subscription
€ [D] 277.00 / US$ 420.00 / GBP 227.00*
Individual Subscription
€ [D] 277.00 / US$ 420.00 / GBP 227.00*
*Prices in US$ apply to orders placed in the Americas only. Prices in GBP apply to orders placed in Great Britain only. Prices in € represent the retail prices valid in Germany (unless otherwise indicated). Prices are subject to change without notice. Prices do not include postage and handling if applicable. RRP: Recommended Retail Price.
More options …

Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy

Breffni O’Rourke / Ursula Stickler
Published Online: 2017-05-09 | DOI: https://doi.org/10.1515/cercles-2017-0009

30,00 € / $42.00 / £23.00

Get Access to Full Text

Abstract

We propose a definition of synchronous communication based on joint attention, noting that in certain mediated communication settings joint attention is a matter of perception rather than determinable fact. The most salient properties of synchronous computer-mediated communication (SCMC) are real-time pressure to communicate and a greater degree of social presence relative to asynchronous communication. These properties underlie the benefits and challenges of SCMC for language learning, which we discuss under three headings: (1) SCMC as learning tool; (2) SCMC as target competence; and (3) SCMC as setting for learner dialogue, intracultural and intercultural. We survey research themes in SCMC and preview the contributions of the Special Issue. Finally, we identify questions for future research.

Keywords: synchronous computer-mediated communication; social presence; telecollaboration; focus on form; intercultural communication

References

  • Abrams, Z. I. 2003. The effect of synchronous and asynchronous CMC on oral performance in German. Modern Language Journal 87(2). 157–167.CrossrefGoogle Scholar

  • Abrams, Z. I. 2005. Asynchronous CMC, collaboration and the development of critical thinking in a graduate seminar in applied linguistics. Canadian Journal of Learning & Technology 31(2). 23–47.Google Scholar

  • Anderson, T., L. Rourke, D. R. Garrison & W. Archer. 2001. Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks 5(2). 1–17.Google Scholar

  • Androutsopoulos, J. 2007. Neue Medien – neue Schriftlichkeit? Mitteilungen des deutschen Germanistenverbandes 54(1). 72–97.Google Scholar

  • Baym, N. K. 2015. Personal connections in the digital age. Cambridge: Polity.Google Scholar

  • Beaven, M., M. Emke, P. Ernest, A. Germain-Rutherford, R. Hampel, J. Hopkins, M. M. Stanojevic & U. Stickler. 2010. Needs and challenges for online language teachers – The ECML project DOTS. Teaching English with Technology: A Journal for Teachers of English 10(2). 5–20.Google Scholar

  • Benson, P. & H. Reinders. 2011. Beyond the language classroom: The theory and practice of informal language learning and teaching. Basingstoke: Palgrave Macmillan.Google Scholar

  • Block, D. 2003. The social turn in second language acquisition. Edinburgh: Edinburgh University Press.Google Scholar

  • Brown, P. & S. C. Levinson. 1987. Politeness: Some universals in language usage. Oxford: Oxford University Press.Google Scholar

  • Bytheway, J. 2015. A taxonomy of vocabulary learning strategies used in massively multiplayer online role-playing games. CALICO Journal 32(3). 508–527.Google Scholar

  • Collentine, K. 2010. Measuring complexity in task-based synchronous computer-mediated communication. In M. Thomas & H. Reinders (eds.), Task-based language learning and teaching with technology, 105–130. London: Continuum.Google Scholar

  • Cope, B. & M. Kalantzis. 2009. “Multiliteracies”: New literacies, new learning. Pedagogies 4. 164–195.Google Scholar

  • Firth, A. & J. Wagner. 1997. On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal 81(3). 285–300.CrossrefGoogle Scholar

  • Fitze, M. 2006. Discourse and participation in ESL face-to-face and written electronic conferences. Language Learning & Technology 10(1). 67–86. http://llt.msu.edu/vol10num1/fitze/(9 April, 2017.)

  • Garcia, A. C. & J. B. Jacobs. 1999. The eyes of the beholder: Understanding the turn-taking system in quasi-synchronous computer-mediated communication. Research on Language & Social Interaction 32(4). 337–367.Google Scholar

  • Garrison, D. R., T. Anderson & W. Archer. 2001. Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education 15(1). 7–23.Google Scholar

  • González-Lloret, M. 2011. Conversation analysis of computer-mediated communication. CALICO Journal 28(2). 308–325.Google Scholar

  • Grice, H. P. 1975. Logic and conversation. In P. Cole & J. Morgan (eds.), Syntax and semantics vol. 3: Speech acts, 41–59. New York: Academic Press.Google Scholar

  • Guth, S. & F. Helm. 2010. Telecollaboration 2.0: Language, literacies and intercultural learning in the 21st century. London: Peter Lang.Google Scholar

  • Hampel, R. & U. Stickler. 2005. New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning 18(4). 311–326.Google Scholar

  • Hampel, R. & U. Stickler. 2012. The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL 24(2). 116–137.CrossrefGoogle Scholar

  • Hanff, H. 2002. 84 Charing cross road. London: Virago.Google Scholar

  • Hassan, X., D. Hauger, G. Nye & P. Smith. 2005. The use and effectiveness of synchronous audiographic conferencing in modern language teaching and learning (online language tuition): A systematic review of available research. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.Google Scholar

  • Helm, F. 2015. The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology 19(2). 197–217. http://llt.msu.edu/issues/june2015/helm.pdf(9 April, 2017.)

  • Hoven, D. 2006. Communicating and interacting: An exploration of the changing roles of media in CALL/CMC. CALICO Journal 23(2). 233–256.Google Scholar

  • Hung, Y.-W. & S. Higgins. 2015. Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: Opportunities for language learning. Computer Assisted Language Learning 29(5). 901–924.Google Scholar

  • Jager, S., M. Kurek & B. O’Rourke (eds.). 2016. New directions in telecollaborative research and practice: Selected papers from the Second Conference on Telecollaboration in Higher Education. Dublin: Research-publishing.net. https://doi.org/10.14705/rpnet.2016.telecollab2016.9781908416414(9 April, 2017.)

  • Kear, K., F. Chetwynd, J. Williams & H. Donelan. 2012. Web conferencing for synchronous online tutorials: Perspectives of tutors using a new medium. Computers & Education 58(3). 953–963.Google Scholar

  • Kern, R. G. 1995. Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language Journal 79(4). 457–476.CrossrefGoogle Scholar

  • Kötter, M. 2001. Developing distance language learners’ interactive competence – Can synchronous audio do the trick? International Journal of Educational Telecommunications 7(4). 327–353.Google Scholar

  • Kozar, O. 2016. Perceptions of webcam use by experienced online teachers and learners: A seeming disconnect between research and practice. Computer Assisted Language Learning 29(4). 779–789.Google Scholar

  • Krämer, S. 2010. Was sind Kulturtechniken? Kleines Plädoyer für ein ‘Handwerk des Geistes’. Schulmagazin 5–10(9). 7–11.Google Scholar

  • Kramsch, C. 2006. From communicative competence to symbolic competence. Modern Language Journal 90(2). 249–252.CrossrefGoogle Scholar

  • Kress, G. R. 2010. Multimodality: A social semiotic approach to contemporary communication. London: Routledge.Google Scholar

  • Lamy, M.-N. 2004. Oral conversations online: Redefining oral competence in synchronous environments. ReCALL 16(2). 520–538.CrossrefGoogle Scholar

  • Lee, L. 2001. Online interaction: Negotiation of meaning and strategies used among learners of Spanish. ReCALL 13(2). 232–244.CrossrefGoogle Scholar

  • Lee, L. 2002. Synchronous online exchanges: A study of modification devices on non-native discourse. System 30(3). 275–288.CrossrefGoogle Scholar

  • Lewis, T. 2006. When teaching is learning: A personal account of learning to teach online. CALICO 23(3). 581–601.Google Scholar

  • Lin, W., H.-T. Huang & H.-C. Liou. 2013. The effects of text-based SCMC on SLA: A meta analysis. Language Learning & Technology 17(2). 123–142. http://llt.msu.edu/issues/june2013/linetal.pdf(9 April, 2017.)

  • Little, D. 1998. Technologies, media and foreign language learning. Dublin: Authentik.Google Scholar

  • Norton, B. 2013. Identity and language learning: Extending the conversation. Clevedon: Multilingual Matters.Google Scholar

  • O’Dowd, R. 2011. Intercultural communicative competence through telecollaboration. In J. Jackson (ed.), Routledge handbook of language and intercultural communication, 342–358. London: Routledge.Google Scholar

  • O’Dowd, R. 2016. Emerging trends and new directions in telecollaborative learning. CALICO Journal 33(3). 291–310.Google Scholar

  • O’Rourke, B. 2005. Form-focused interaction in online tandem learning. CALICO Journal 22(3). 433–466.Google Scholar

  • O’Rourke, B. 2008. The other C in CMC: What alternative data sources can tell us about text-based synchronous computer mediated communication and language learning. Computer Assisted Language Learning 21(3). 227–251.Google Scholar

  • O’Rourke, B. & K. Schwienhorst. 2003. Talking text: Reflections on reflection in computer-mediated communication. In D. Little, J. Ridley & E. Ushioda (eds.), Learner autonomy in foreign language teaching: Teacher, learner, curriculum, assessment, 47–60. Dublin: Authentik.Google Scholar

  • O’Rourke, B., C. Prendergast, L. Shi, B. Smith & U. Stickler. 2015. Eyetracking in CALL – Present and future. In A. Gimeno Sanz, M. Levy, F. Blin & D. Barr (eds.), WorldCALL: Sustainability and Computer-Assisted Language Learning, 285–298. London: Bloomsbury.Google Scholar

  • Oztok, M., D. Zingaro, C. Brett & J. Hewitt. 2013. Exploring asynchronous and synchronous tool use in online courses. Computers and Education 60(1). 87–94.Google Scholar

  • Panichi, L. 2015. A critical analysis of learner participation in virtual worlds: How can virtual worlds inform our pedagogy? In F. Helm, L. Bradley, M. Guarda & S. Thouësny (eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy, 464–469. Dublin: Research-publishing.net. https://doi.org/10.14705/rpnet.2015.9781908416292(9 April, 2017.)

  • Payne, J. S. & P. J. Whitney. 2002. Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO Journal 20(1). 7–32.Google Scholar

  • Perkins, C. & E. Murphy. 2006. Identifying and measuring individual engagement in critical thinking in online discussions: An exploratory case study. Educational Technology & Society 9(1). 298–307.Google Scholar

  • Peterson, M. 2010. Task-based language teaching in network-based CALL: An analysis of research on learner interaction in synchronous CMC. In M. Thomas & H. Reinders (eds.), Task-based language learning and teaching with technology, 41–62. London: Continuum.Google Scholar

  • Rosell-Aguilar, F. 2006. Online tutorial support in open distance learning through audio-graphic SCMC: Tutor impressions. JALT-CALL Journal 2(2). 37–52.Google Scholar

  • Satar, H. M. 2010. Social presence in online multimodal communication: A framework to analyse online interactions between language learners. Milton Keynes: Open University Ph.D. thesis.Google Scholar

  • Satar, H. M. 2015. Sustaining multimodal language learner interactions online. CALICO Journal 32(3). 480–507.Google Scholar

  • Satar, M. & N. Özdener. 2008. The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat. Modern Language Journal 92(4). 595–613.CrossrefGoogle Scholar

  • Sauro, S. 2011. SCMC for SLA: A research synthesis. CALICO Journal 28(2). 369–391.Google Scholar

  • Schegloff, E. 1992. Repair after next turn: The last structurally provided defense of intersubjectivity in conversation. American Journal of Sociology 97(5). 1295–1345.CrossrefGoogle Scholar

  • Shield, L., M. Hauck & M. Kötter. 2000. Taking the distance out of distance learning. In P. Howarth & R. Herrington (eds.), EAP learning technologies, 16–27. Leeds, England: University Press.Google Scholar

  • Short, J., E. Williams & B. Christie. 1976. The social psychology of telecommunications. London: Wiley.Google Scholar

  • Smith, B. 2005. The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication. TESOL Quarterly 39(1). 33–58.CrossrefGoogle Scholar

  • Smith, B. 2010. Employing eye-tracking technology in researching the effectiveness of recasts in CMC. In F. M. Hult (ed.), Directions and prospects for educational linguistics, 79–97. London: Springer.Google Scholar

  • Smith, B., M. J. Alvarez-Torres & Y. Zhao. 2003. Features of CMC technologies and their impact on language learners’ online interaction. Computers in Human Behavior 19(6). 703–729.Google Scholar

  • Smith, B. & G. J. Gorsuch. 2004. Synchronous computer mediated communication captured by usability lab technologies: New interpretations. System 32(4). 553–575.CrossrefGoogle Scholar

  • Stickler, U. & R. Hampel. 2015. Transforming teaching: New skills for online language learning spaces. In R. Hampel & U. Stickler (eds.), Developing online language teaching: Research-based pedagogies and reflective practices, 63–77. Basingstoke: Palgrave Macmillan.Google Scholar

  • Stickler, U. & M. Hauck. 2006. What does it take to teach online? Towards a pedagogy for online language teaching and learning. [Special issue]. CALICO Journal 23(3).Google Scholar

  • Stickler, U. & L. Shi. 2013. Supporting Chinese speaking skills online. System 41(1). 50–69.CrossrefGoogle Scholar

  • Stickler, U. & L. Shi. 2015. Eye movements of online Chinese learners. CALICO Journal 32(1). 52–81.Google Scholar

  • Stockwell, G. 2007. A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL 19(2). 105–120.CrossrefGoogle Scholar

  • Stockwell, G. 2010. Effects of multimodality in computer-mediated communication tasks. In M. Thomas & H. Reinders (eds.), Task-based language learning and teaching with technology, 83–104. London: Continuum.Google Scholar

  • Thomas, M. & H. Reinders. 2010. Task-based language learning and teaching with technology. London: Continuum.Google Scholar

  • Thorne, S. L. 2015. Mediated life activity, double stimulation, and the question of agency. Learning, Culture and Social Interaction 4. 62–66.Google Scholar

  • Thorne, S. L., R. W. Black & J. M. Sykes. 2009. Second language use, socialization, and learning in internet interest communities and online gaming. Modern Language Journal 93. 802–821.CrossrefGoogle Scholar

  • Thorne, S. L. & J. Reinhardt. 2008. “Bridging activities,” new media literacies, and advanced foreign language proficiency. CALICO Journal 25(3). 558–572.Google Scholar

  • Thorne, S. L., S. Sauro & B. Smith. 2015. Technologies, identities, and expressive activity. Annual Review of Applied Linguistics 35. 215–233.CrossrefGoogle Scholar

  • Tomasello, M., B. Hare, H. Lehmann, & J. Call. 2007. Reliance on head versus eyes in the gaze following of great apes and human infants: the cooperative eye hypothesis. Journal of Human Evolution 52(3). 314–320.CrossrefGoogle Scholar

  • Tomasello, M. 2014. A natural history of human thinking. Cambridge, MA: Harvard University Press.Google Scholar

  • Toyoda, E. & R. Harrison. 2002. Categorization of text chat communication between learners and native speakers of Japanese. Language Learning & Technology 6(1). 82–99.Google Scholar

  • Tu, C. H. & M. McIsaac. 2002. The relationship of social presence and interaction in online classes. American Journal of Distance Education 16(3). 131–150.Google Scholar

  • Van Lier, L. 1994. Language awareness, contingency, and interaction. AILA Review 11. 69–82.Google Scholar

  • Van Lier, L. 1996. Interaction in the language curriculum: Awareness, autonomy, and authenticity. London: Longman.Google Scholar

  • Walther, J. B., B. Van Der Heide, A. Ramirez, J. K. Burgoon & J. Peña. 2015. Interpersonal and hyperpersonal dimensions of computer-mediated communication. In S. S. Sundar (ed.), The handbook of the psychology of communication technology, 3–22. Chichester: Wiley.Google Scholar

  • Wang, Y. 2004. Distance language learning: Interactive fourth-generation internet-based videoconferencing. CALICO 21(2). 373–395.Google Scholar

  • Wang, Y. & N.-S. Chen. 2009. Criteria for evaluating synchronous learning management system: Arguments from the distance language classroom. Computer Assisted Language Learning 22(1). 1–18.Google Scholar

  • Weininger, M. J. & L. Shield. 2003. Promoting oral production in a written channel: An investigation of learner language in MOO. Computer Assisted Language Learning 16(4). 329–349.Google Scholar

  • Wigham, C. R. & T. Chanier 2013. Interactions between text chat and audio modalities for L2 communication and feedback in the synthetic world Second Life. Computer Assisted Language Learning 28(3). 260–283.Google Scholar

  • Wilson, D. & D. Sperber. 2012. Meaning and relevance. Cambridge: Cambridge University Press.Google Scholar

  • Yamada, M. & K. Akahori. 2007. Social presence in synchronous CMC-based language learning: How does it affect the productive performance and consciousness of learning objectives? Computer Assisted Language Learning 20(1). 37–65.Google Scholar

  • Yamada, M. & K. Akahori. 2009. Awareness and performance through self- and partner’s image in videoconferencing. CALICO Journal 27(1). 1–25.Google Scholar

  • Yanguas, Í. 2010. Oral computer-mediated interaction between L2 learners: It’s about time! Language Learning & Technology 14(3). 72–93.Google Scholar

  • Zhu, E. 2006. Interaction and cognitive engagement: An analysis of four asynchronous online discussions. Instructional Science 34(6). 451–480.CrossrefGoogle Scholar

  • Ziegler, N. 2016. Synchronous computer-mediated communication and interaction. Studies in Second Language Acquisition 38(3). 553–586.Google Scholar

About the article

Breffni O’Rourke

Breffni O’Rourke is Assistant Professor in Applied Linguistics and Manager of Language Learning Technologies and Resources in Trinity College Dublin. His principal research interests lie in the area of technologies and language learning, in particular synchronous online learner discourse. He has a particular interest in the use of eye-tracking to investigate online communication.

Ursula Stickler

Ursula Stickler is Senior Lecturer in German in the School of Languages and Applied Linguistics at the Open University, UK. Her research focuses on independent and technology enhanced language learning and teacher training. She has published widely in the areas of Tandem learning, teacher training for online teaching, qualitative and mixed methods for Computer Assisted Language Learning (CALL) research, and eyetracking. She is co-editor of System, the International Journal of Educational Technology and Applied Linguistics. She is also a Senior Fellow of the Higher Education Academy, UK.

Published Online: 2017-05-09

Published in Print: 2017-05-24

Citation Information: Language Learning in Higher Education, Volume 7, Issue 1, Pages 1–20, ISSN (Online) 2191-6128, ISSN (Print) 2191-611X, DOI: https://doi.org/10.1515/cercles-2017-0009.

Export Citation

© 2017 Walter de Gruyter GmbH, Berlin/Boston.Get Permission

Comments (0)

Please log in or register to comment.
Log in