The use of videoconferencing and e mail an enhancement to foreign language learning
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The Use of Videoconferencing and E-mail: An Enhancement to Foreign Language Learning. Tara A. Mankowski EDCI 5705 October 27, 2003. Abstract:.

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The Use of Videoconferencing and E-mail: An Enhancement to Foreign Language Learning

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The use of videoconferencing and e mail an enhancement to foreign language learning

The Use of Videoconferencing and E-mail:An Enhancement to Foreign Language Learning

Tara A. Mankowski

EDCI 5705

October 27, 2003


Abstract

Abstract:

  • The purpose of this concurrent ll look at the benefits of using technology to teach a foreign language. By using technological resources, such as videoconferencing, students will be able to better learn and relate to the new language. Students who are limited to text books and audio tapes will not learn as well as their peers who are exposed to additional media pertinent to the curriculum. Students using videoconferencing will become more comfortable with their French and develop a higher speaking proficiency.


Purpose statement

Purpose Statement:

  • The purpose of this concurrent mixed methods study is to better understand a research problem by converging both quantitative and qualitative data. In this study, videoconferencing will be used to measure the relationship between the frequency of videoconferencing and speaking ability, grammar improvement, and understanding the French language. At the same time student anxiety will be explored through interviews and surveys with French 3105 students at Virginia Tech and an equivalent level English class at a French university.


Research questions

Research Questions:

  • What are the effects of videoconferencing on the learners’ ability to speak a foreign language?

  • How does anxiety factor into a student’s performance?

  • How does this anxiety change over time?


Literature map

Text-Based Communications

World Wide Web

Videoconferencing

Brandl, 2002.

Kinginger, 1998.

E-mail

LeLoup & Ponterio, 2002.

Jones & Plass, 2002.

Kern, 1995.

Stepp-Greany, 2002.

Stepp-Greany, 2002.

Von Der Embe & Schneider & Kötter, 2001.

Factors to be Overcome: Financial, Legal, Technical, Pedagogical

Technology Training

Godwin-Jones, 2002.

Meredith, 1983.

Salaberry, 2001.

Egbert & Paulus & Nakamichi, 2002.

Literature Map

Videoconferencing & E-mail in a French Language Acquisition Classroom


Literature map cont d

Literature Map (cont’d)

Videoconferencing & E-mail in a French Language Acquisition Classroom

Theories

Krashen’s Input Hypothesis

Vygotsky’s Zone of Proximal Development

Anxiety/Cognitive Psychology

Krashen, 1985.

Vygotsky, 1990.

Horwitz, Horwitz, &Cope, 1991.

Krashen, 1981.

Vygotsky, 1978.

Horwitz, Horwitz, &Cope, 1986.

Krashen, 1982.

Aljaafreh & Lantolf, 1994.

Von Der Embe & Schneider & Kötter, 2001.


Theoretical perspective

Theoretical Perspective

Krashen’s Input Hypothesis: The Monitor Model

  • Acquisition-Learning Hypothesis: Subconsciously learning the rules of a language leads to unplanned communication

  • Input Hypothesis: Something just beyond our current level of understanding is necessary to learn (i+1)

  • Affective Filter Hypothesis: In order to learn a language anxiety must be low


Theoretical perspective cont d

Theoretical Perspective (cont’d)

Vygotsky’s Zone of Proximal Development

  • A learner has two developmental levels: actual, what he can already do; potential, what he can do in the future

  • The Zone of Proximal Development is the distance between these two levels


Theoretical perspective cont d1

Theoretical Perspective (cont’d)

Anxiety/Cognitive Psychology

  • Specific Anxiety Reaction: anxious only in specific situations, such as Foreign Language Education

  • Increased oral language use in the classroom creates anxiety for students of a Foreign Language


Graphic of study

Output: Limited Speech/Conversing

Output: Anxiety

Input: Technology: Videoconferencing

Input: Increased Videoconferencing

Graphic of Study

Output: Increased Conversing

Output: Less Anxiety


Methodology

Methodology

  • One French class of American students at Virginia Tech, 3105

  • One English class at a French University, equivalent level

  • Students will have four videoconferences, one each month, throughout the semester, starting the third week of school

  • The teleconferences will be videotaped and then transcribed


Methodology cont d

Methodology (cont’d)

  • The students will have an opportunity to review the transcripts after each conference to help with comprehension and language use

  • After each conference the students will answer a survey asking questions about anxiety levels and their opinions of how the sessions are going; they will specifically be asked what improvement/problems they are noting with their own French input/output (comprehension/speech)

  • Survey questions will be charted on one table while measured French input/output improvement will be noted on a separate table


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