Native English-speaking teachers' perspectives on using videoconferencing in learning English by Taiwanese elementary-School students

Li-Tang Yu

doi:10.29140/jaltcall.v14n1.224

Abstract

With the rapid development of computer technology, videoconferencing has been widely applied for social and educational purposes. Issues relevant to the use of videoconferencing in second-language instruction, such as the development of intercultural awareness, the promotion of collaborative learning and L2 oral communication skills, and the enhancement of learning motivation and speaking confidence, have been researched. Few studies, however, focus on teacher perspectives. To fill the gap, this study explores how 40 native English-speaking teachers perceived videoconferencing in learning English by elementary school students in Taiwan. Data consisted of teacher responses to a post-videoconference survey with open-ended questions. Through qualitative, inductive, and interpretive analysis of the data, the study identified three emerging themes: uneven student performance, technical issues, and suggestions for the videoconferencing activity. The study contributes to our understanding of the videoconferencing experience of language teachers and broadens our understanding of implementing videoconference activities. Further research could explore teacher metacompetence (Guichon, 2009) by analyzing videotaped videoconferencing sessions.

Highlights

With the great advancement in technology and Internet bandwidth, synchronous computer-mediated communication has proven to be promising for language 61The jalt call Journal 2018: Forum teaching and learning (Lin, Huang, & Liou, 2013; Sauro, 2011)
This study offered teachers an opportunity to examine their own experiences with using videoconferencing for language teaching, helping them to reflect on their own practices
The qualitative analysis of data shows that the native English-speaking teachers’ videoconferencing experience was the result of the interaction of three themes: student performance, technical aspects, and the videoconferencing activity itself. They are described in turn: Uneven student performance in the videoconferencing activity due to varying learning commitment, learning attitude, personalities, and the English proficiency levels of students

Summary

Introduction

With the great advancement in technology and Internet bandwidth, synchronous computer-mediated communication (scmc) has proven to be promising for language 61. The jalt call Journal 2018: Forum teaching and learning (Lin, Huang, & Liou, 2013; Sauro, 2011). Videoconferencing, an SCMC application, affords the interaction among learners and/or between learners as well as expert/native speakers from different locations, and to exchange audio, video, and text messages. Applying videoconferencing to second-language learning and teaching. The affordance of videoconferencing in second-language learning and teaching has been acknowledged, where during videoconferencing, second-language learners have opportunities to receive authentic linguistic input, produce output, and receive prompt feedback (Lee, 2007). What pedagogical benefits second-language learners could gain through videoconferencing tasks have been drawn to the attention of teachers and researchers. A growing number of studies have, examined to what extent videoconferencing activities affect language learners’ linguistic development

Methods

Results

Conclusion