Multimodal Language Learner Interactions via Desktop Videoconferencing within a Framework of Social Presence: Gaze

Autor/in	Satar, H. Muge
Titel	Multimodal Language Learner Interactions via Desktop Videoconferencing within a Framework of Social Presence: Gaze
Quelle	In: ReCALL, 25 (2013) 1, S.122-142 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
DOI	10.1017/S0958344012000286
Schlagwörter	Video Technology; Nonverbal Communication; Videoconferencing; Case Method (Teaching Technique); English (Second Language); Second Language Learning; Preservice Teachers; Case Studies; Language Teachers; Second Language Instruction; Preservice Teacher Education; Teaching Methods; Interviews; Questionnaires + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Case method; Fallmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Fragebogen
Abstract	Desktop videoconferencing (DVC) offers many opportunities for language learning through its multimodal features. However, it also brings some challenges such as gaze and mutual gaze, that is, eye-contact. This paper reports some of the findings of a PhD study investigating social presence in DVC interactions of English as a Foreign Language (EFL) teacher trainees. The case study approach involved the exploration of online interactions of five cases (pairs) within an interpretivist paradigm. Data collection included interviews, questionnaires and analysis of DVC recordings. The study emphasizes the importance of eye-contact in online multimodal communication to facilitate the establishment of social presence. Five types of gaze that were observed in learner interactions and participants' perspectives on eye-contact are reported. The conclusions include technical suggestions for the use of a webcam as well as pedagogical implications of online video interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10