Abstract
This paper explores how academic webinars are translanguaged by drawing on the sort of linguistic strategies and techniques implicated in these webinars. The research, therefore, poses two key questions relevant to how knowledge is communicated and what strategies are used in this communication. The main hypothesis of the research maintains that academic webinars communicate knowledge from a single professional presenter to many knowledge-receiving attendees, based on a presupposed view that presenters and moderators in webinars adhere to certain linguistic and conversational moves. To explore how academic webinars proceed and what they imply, a single academic webinar is randomly sampled for analysis. First, academic webinars are analyzed, key terms defined, and some previous literature on the topic overviewed. Then, the sampled webinar is administered for analysis (gathering, transcription, analysis), and a discourse-conversational model of analysis is applied. The author concludes that webinars are knowledge-specific and highly professional in their character, and they manifest certain linguistic and discourse strategies. The research also reveals that webinars feature such strategies as reformulation, mono-versation, on-screen sharing, speaker invisibility, indirect engagement, inactive moderation, and graphic interaction. Further recommendations suggest a more linguistic investigation into online learning, whether in webinars, online workshops, massive open online courses, or in any virtual learning practices.
Highlights
This paper explores how academic webinars are translanguaged by drawing on the sort of linguistic strategies and techniques implicated in these webinars
This paper investigates academic webinars by drawing on the digitalization of knowledge communication as a means of linguistic interaction
Webinars are very important in helping professionals, trainers, and teachers of any major, profession, or field, to spread, exchange, and share knowledge
Summary
A webinar is an online, live presentation or discussion in which presenters deliver a certain topic or theme, and viewers can submit questions, interact and participate in discussions. Online learning stands for virtual discussions, debates, workshops, classes, courses, meetings, and trainings, which are streamed online or on the Internet in real-time, live, synchronous, recorded, or asynchronous settings All these practices represent the online environments of learning where knowledge is exchanged or presented. OCL is the overall presence of learners, teachers, professionals, tutors, and trainers and their participation in virtual, online classes It is a virtual academic setting of online learning-driven interaction involving participants, including the presenter or of the topic. The experiment provided an opportunity to identify different skills, such as socialization, scholarly engagement, and knowledge acquisition They remarked that “A carefully staged webinar using these two critical aspects, offers socialization of students in professional training, to an academic discourse where the production and evaluation of knowledge is part of students’ identity and constantly debated.” [Reneland-Forsman & Magnusson, 2019, p.6). Drabkina & Tanchuk [2020] posited that “webinar combines educational and Internet discourses linguistic characteristics, and features of written and oral types of communication, it is crucial to study how discourse markers organizing the information in a webinar can be presented and interpreted.” [Drabkina & Tanchuk, 2020, p.105]
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