Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-28T14:36:10.688Z Has data issue: false hasContentIssue false
  • English
  • Français

Multimodal language learner interactions via desktop videoconferencing within a framework of social presence: Gaze

Published online by Cambridge University Press:  13 February 2013

H. Müge Satar
H. Müge Satar*
Affiliation:
Boğaziçi University, School of Foreign Languages, Güney Kampus, Bebek, 34342 İstanbul (email: [email protected])
Get access Rights & Permissions [Opens in a new window]

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.

Keywords

Desktop Video Conferencing (DVC)Social PresenceOnline Language LearningMultimodalityGaze
Type
Research Article
Information
ReCALL , Volume 25 , Issue 1 , January 2013 , pp. 122 - 142
Copyright
Copyright © European Association for Computer Assisted Language Learning 2013

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Argyle, M.Dean, J. (1965) Eye-contact, distance and affiliation. Sociometry, 28(3): 289–304.CrossRefGoogle ScholarPubMed
Biocca, F., Harms, C.Burgoon, J. K. (2003) Toward a more robust theory and measure of social presence: review and suggested criteria. Presence: Teleoperators and Virtual Environment, 12(5): 456–480.CrossRefGoogle Scholar
Bondareva, Y.Bouwhuis, D. (2004). Determinants of social presence in videoconferencing. In: Environments for personalized information access: Proceedings of the AVI 2004 Workshop. Presented at the Working conference on advanced visual interfaces, AVI 2004, Gallipoli, Italy, 1–9.Google Scholar
Bondareva, Y., Meesters, L.Bouwhuis, D. (2006) Eye contact as a determinant of social presence in video communication. In: Proc. 20th International Symposium on Human Factors in Telecommunication. http://www.hft.org/HFT06/paper06/37_Bondareva.pdfGoogle Scholar
Bozkaya, M. (2008) The relationship between teacher immediacy behaviours and distant learners’ social presence perceptions in videoconferencing applications. The Turkish Online Journal of Distance Education, 9(1): 180–192.Google Scholar
Coleman, J. A., Hampel, R., Hauck, M.Stickler, U. (2010) Collaboration and interaction: The keys to distance and computer-supported language learning. In: Levine G. and Phipps A. (eds.), Critical and Intercultural Theory and Language Pedagogy. Florence, KY, USA: Cengage Heinle, 161–180.Google Scholar
Creswell, J. W. (2007) Qualitative Inquiry & Research Design: Choosing Among Five Approaches, 2nd ed. Thousand Oaks, London, New Delhi: Sage Publications.Google Scholar
de los Arcos, B.Arnedillo Sánchez, I. (2006) Ears before Eyes: Expanding tutors’ interaction skills beyond physical presence in audio-graphic collaborative virtual learning environments. User-Centered Computer Aided Language Learning. Hershey: Information Science Publishing, 74–93.CrossRefGoogle Scholar
Develotte, C., Guichon, N.Vincent, C. (2010) The use of the webcam for teaching a foreign language in a desktop videoconferencing environment. ReCALL, 22(3): 293–312.CrossRefGoogle Scholar
Gale, C.Monk, A. F. (2000) Where am I looking? The accuracy of video-mediated gaze awareness. Perception & Psychophysics, 62(3): 586–595.CrossRefGoogle Scholar
Grayson, D. M.Monk, A. F. (2003) Are you looking at me? Eye contact and desktop video conferencing. ACM Transactions on Computer-Human Interaction, 10(3): 221–243.CrossRefGoogle Scholar
Guichon, N. (2010) Preparatory study for the design of a desktop videoconferencing platform for synchronous language teaching. Computer Assisted Language Learning, 23(2): 169.CrossRefGoogle Scholar
Gumperz, J. J. (1982) Discourse strategies. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Gumperz, J. J. (2003) Interactional sociolinguistics: a personal perspective. In: Schiffrin D., Tannen D. and Hamilton H. E. (eds.), The handbook of discourse analysis. Oxford: Blackwell, 215–228.Google Scholar
Hammersley, M.Atkinson, P. (1995) Ethnography: principles in practice, 2nd ed. Oxon: Routledge.Google Scholar
Hampel, R.Hauck, M. (2004) Towards an Effective Use of Audio Conferencing in Distance Language Courses. University of Hawaii, National Foreign Language Resource Center. http://llt.msu.edu/vol8num1/hampel/default.htmlGoogle Scholar
Hampel, R.Stickler, U. (2012) The use of videoconferencing to support multimodal interaction in an online language classroom. ReCALL, 24(2): 116–137.CrossRefGoogle Scholar
Herring, S. C. (2001) Computer-mediated discourse. In: Schiffrin D., Tannen D. and Hamilton H. E. (eds.), The handbook of discourse analysis. Oxford: Wiley-Blackwell, 612–634.Google Scholar
Jefferson, G. (1984) Transcription notation. In: Atkinson J. M. and Heritage J. (eds.), Structures of social interaction. New York: Cambridge University Press, ix–xvii.Google Scholar
Kehrwald, B. (2008) Understanding social presence in text-based online learning environments. Distance Education, 29(1): 89.CrossRefGoogle Scholar
Knapp, M. L. (1980) Essentials of nonverbal communication. New York: Holt, Rinehart and Winston.Google Scholar
Ko, C. J. (2012) A case study of language learners’ social presence in synchronous CMC. ReCALL, 24(1): 66–84.CrossRefGoogle Scholar
Kress, G. R.van Leeuwen, T. (2001) Multimodal discourse: the modes and media of contemporary communication. London: Arnold.Google Scholar
Lamy, M.-N.Flewitt, R. (2011) Describing online conversations : insights from a multimodal approach. In: Develotte C., Kern R. and Lamy M.-N. (eds.), Décrire la Conversation en Ligne : Le Face à Face Distanciel. Lyon, France: ENS Éditions, 71–94.CrossRefGoogle Scholar
Leontiev, A. A. (1981) Psychology and the language learning process (C. V. James, ed.). Oxford: Pergamon Press.Google Scholar
Lomicka, L.Lord, G. (2007) Social presence in virtual communities of foreign language (FL) teachers. System, 35(2): 208–228.CrossRefGoogle Scholar
McAndrew, P., Foubister, S. P.Mayes, T. (1996) Videoconferencing in a language learning application. Interacting with Computers, 8(2): 207–217.CrossRefGoogle Scholar
Mehrabian, A. (1969) Some referents and measures of nonverbal behavior. Behavior Research Methods & Instrumentation, 1: 203–217.CrossRefGoogle Scholar
Mondada, L. (2006) Participants’ online analysis and multimodal practices: projecting the end of the turn and the closing of the sequence. Discourse Studies, 8(1): 117–129.CrossRefGoogle Scholar
Norris, S. (2004) Analyzing multimodal interaction: a methodological framework. New York: Routledge.CrossRefGoogle Scholar
O'Dowd, R. (2000) Intercultural Learning Via Videoconferencing: A Pilot Exchange Project. ReCALL, 12(1): 49–61.CrossRefGoogle Scholar
Richards, K. (2003) Qualitative inquiry in TESOL. Palgrave Macmillan.CrossRefGoogle Scholar
Richmond, V. P., McCroskey, J. C.Payne, S. K. (1991) Nonverbal behavior in interpersonal relations, 2nd ed. New Jersey: Prentice Hall.Google Scholar
Rourke, L., Anderson, T., Garrison, D. R.Archer, W. (1999) Assessing Social Presence In Asynchronous Text-based Computer Conferencing. The Journal of Distance Education/Revue de l’Éducation à Distance, 14(2): 50–71.Google Scholar
Satar, H. M. (2010). Social Presence in Online Multimodal Communication: A Framework to Analyse Online Interactions Between Language Learners. Unpublished PhD thesis. The Open University, Milton Keynes.Google Scholar
Scollon, R.Scollon, S. (2003) Discourses in Place: Language in the Material World. London: Routledge.CrossRefGoogle Scholar
Short, J., Williams, E.Christie, B. (1976) The social psychology of telecommunications. London: Wiley & Sons.Google Scholar
Stake, R. E. (1995) The art of case study research. Thousand Oaks, London, New Delhi: SAGE.Google Scholar
Strauss, A. L.Corbin, J. M. (1998) Basics of qualitative research: techniques and procedures for developing grounded theory, 2nd ed. London, Thousand Oaks, New Delhi: SAGE.Google Scholar
Vygotsky, L. S. (1978) Mind in society: the development of higher psychological processes. Harvard, USA: Harvard University Press.Google Scholar
Wang, Y. (2004a) Supporting Synchronous Distance Language Learning with Desktop Videoconferencing. Language Learning & Technology, 8(3): 90–121.Google Scholar
Wang, Y. (2004b) Distance Language Learning: Interactivity and Fourth-Generation Internet-Based Videoconferencing. CALICO Journal, 21(2): 373–395.CrossRefGoogle Scholar
Wang, Y. (2006) Negotiation of Meaning in Desktop Videoconferencing-Supported Distance Language Learning. ReCALL, 18(1): 122–145.CrossRefGoogle Scholar
Wang, Y. (2007) Task Design in Videoconferencing-Supported Distance Language Learning. CALICO Journal, 24(3): 591–630.CrossRefGoogle Scholar
Wang, Y. (2008) Distance Language Learning and Desktop Videoconferencing. Saarbrücken, Germany: VDM Verlag Dr. Müller.Google Scholar
Yin, R. K. (2003) Case study research: design and methods, 3rd ed. Thousand Oaks: Sage Publications.Google Scholar