Relevant bibliographies by topics / Videoconferencing in language education

Academic literature on the topic 'Videoconferencing in language education'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Videoconferencing in language education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Videoconferencing in language education"

1

Butler, Mike, and Steven Fawkes. "Videoconferencing for language learners." Language Learning Journal 19, no. 1 (June 1999): 46–49. http://dx.doi.org/10.1080/09571739985200091.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Yu, Li-Tang. "The Effect of Videoconferencing on Second-Language Learning: A Meta-Analysis." Behavioral Sciences 12, no. 6 (May 30, 2022): 169. http://dx.doi.org/10.3390/bs12060169.

Full text
Abstract:
To mitigate the unexpected closure of educational institutions during the COVID-19 pandemic, e-learning has become a practical alternative to conventional face-to-face instruction. Videoconferencing, a synchronous computer-mediated communication (SCMC) approach, has been adopted as a venue to continue student learning activities. However, in the field of second-language (L2) education, videoconferencing had already been integrated into learning tasks, enabling L2 learners to have more opportunities to access authentic linguistic input and participate in interactions with more proficient users or native speakers of the target languages. Research has reported the pedagogical benefits of learners’ L2 achievement that are provided by videoconferencing, whereas some studies have reached a different conclusion. To further ascertain the effectiveness of videoconferencing in L2 learning, meta-analysis can be used to provide statistical evidence of the significance of study results, which serves as a useful reference for the application of videoconferencing to current e-learning practices. Thus, systematic meta-analysis was used in this study to synthesize the findings from experimental and quasi-experimental research into the effectiveness of videoconferencing for L2 learning. Videoconferencing approaches led to positive, medium overall effects in control/experimental group comparisons (g = 0.35, p < 0.5) on the L2 language development of listening and speaking abilities. However, this conclusion is based on five studies and, thus, needs to be treated cautiously. The implications of the findings and suggestions for future studies are discussed.
APA, Harvard, Vancouver, ISO, and other styles
3

Kozar, Olga. "Language education via audio/videoconferencing (LEVAC): A discursive investigation." Linguistics and Education 31 (September 2015): 86–100. http://dx.doi.org/10.1016/j.linged.2015.05.007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kinginger, Celeste. "Videoconferencing as Access to Spoken French." Canadian Modern Language Review 55, no. 4 (June 1999): 468–89. http://dx.doi.org/10.3138/cmlr.55.4.468.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jung, Mi-Young. "Videoconferencing Improves Students' Language Learning in the EFL Classroom." TESOL Journal 4, no. 4 (November 29, 2013): 743–51. http://dx.doi.org/10.1002/tesj.112.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Slaughter, Yvette, Wally Smith, and John Hajek. "Videoconferencing and the networked provision of language programs in regional and rural schools." ReCALL 31, no. 2 (September 17, 2018): 204–17. http://dx.doi.org/10.1017/s0958344018000101.

Full text
Abstract:
AbstractThe use of videoconferencing technology to support the delivery of language programs shows great potential in regional and rural settings where a lack of access to specialist teachers limits equitable access to education. In this article, we investigate the establishment of two regional and rural primary school networks in Australia for videoconferenced language learning. Adopting a perspective taken from the discipline of information systems called structuration theory, we examine how the technology they use both changes and is changed by its use in language learning, and how schools and teachers take control of technology and adapt their educational approaches. Case studies were carried out on the two networks using multiple data sources, including interviews and observation of language classes. The findings reveal that even with the same conceptual foundations and aims, divergent models of practice emerge as sustainable adaptations to localised factors. These differences are shaped by, among other things, an interplay between the quality of infrastructure, prior knowledge, and the “material properties” of the technology, including its functions, limits, and deployment in physical space. A closer look at these practices illustrates limitations and possibilities specifically for language education, but also more broadly illustrates how the success of these videoconferencing initiatives are influenced by a nuanced combination of social, educational, and technological factors.
APA, Harvard, Vancouver, ISO, and other styles
7

Whyte, Shona. "Learning to teach with videoconferencing in primary foreign language classrooms." ReCALL 23, no. 3 (September 1, 2011): 271–93. http://dx.doi.org/10.1017/s0958344011000188.

Full text
Abstract:
AbstractThis qualitative study investigates the relationship between learning opportunities and teacher cognition in the context of a videoconferencing (VC) project for foreign languages (FL) in French primary schools. Six generalist primary teachers were followed throughout the initial six-month stage of the initiative, and data were collected from learners, teachers, and trainers via questionnaire, video and audio recordings of class and feedback sessions, online teacher and trainer discussion, and video-stimulated recall interviews. Interview data revealed distinct teacher profiles involving differences in orientation to teaching and the teacher, learning and learners, and technology. These profiles corresponded to different teaching strategies and resulted in varying patterns of learner interaction in VC sessions. Teachers’ comments showed them to be guided by general rather than FL-specific pedagogical principles, and pedagogical concerns frequently intersected with technical issues as teachers learned to exploit the new VC technology. While most teachers valued spontaneous FL interaction as a key VC affordance, the filmed sessions revealed little unplanned learner-learner communication. This finding is related to teachers’ views of second language acquisition as product rather than a process; for more learner-centred teachers, spontaneity was affected by rehearsal, and for more teacher-oriented practitioners, sustained teacher intervention influenced patterns of learner participation. In addition to these classroom findings, the study highlights the value of this type of participant research in facilitating the exchange of resources and expertise, classroom video footage, and participants’ comments and queries, and thus contributing to professional development in CALL and CMC-based teacher education.
APA, Harvard, Vancouver, ISO, and other styles
8

Chaqmaqchee, Obaida, and Shamala Paramasivam. "Question -Response in Online Synchronous Videoconferencing Class." International Journal of Linguistics 13, no. 6 (December 7, 2021): 1. http://dx.doi.org/10.5296/ijl.v13i6.19133.

Full text
Abstract:
With recent developments in technology and its massive impact on the education field, videoconferencing has emerged as an effective teaching learning tool in the language classroom. It is mainly a means of communication to overcome the impediments of geographical distance and separation. However, despite the successful implementation of this technology, it has been stated that using videoconferencing for online teaching is problematic. Videoconferencing impedes instructor-learner interaction and is unable to replace the traditional face-to-face classroom. To understand online interaction from a sociocultural standpoint, this study examined the characteristics of instructor questions in terms of cognitive level so as to investigate if instructor question can function as a stimulus for interaction in the online classroom. The results show that cognitive level of instructor question can function as an effective factor to promote online classroom interaction. Conclusions and implications are drawn at the end of this paper to help understand interaction in online learning.
APA, Harvard, Vancouver, ISO, and other styles
9

Carbajal-Carrera, Beatriz. "Mapping connections among activism interactional practices and presence in videoconferencing language learning." System 99 (July 2021): 102527. http://dx.doi.org/10.1016/j.system.2021.102527.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Banegas, Darío Luis. "ELT through videoconferencing in primary schools in Uruguay: first steps." Innovation in Language Learning and Teaching 7, no. 2 (July 2013): 179–88. http://dx.doi.org/10.1080/17501229.2013.794803.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Videoconferencing in language education"

1

EHRLICH-MARTIN, SUZANNE M. "A CASE STUDY OF AN AMERICAN SIGN LANGUAGE COURSE TAUGHT VIA VIDEOCONFERENCING." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148057666.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Martin, Veronique. "Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of french as a foreign language." Thesis, State University of New York at Albany, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3603261.

Full text
Abstract:

Since the early 2000s, foreign language practitioners and researchers have shown an increasing interest in exploring the affordances of multimodal telecollaborative environments for the linguistic and intercultural development of their students. Due in part to their inherent complexity, one-on-one desktop-videoconferencing contexts have not been widely explored. To this end, this study investigates if and how American students of French engaged in a telecollaborative exchange with a class of French students are able to develop their Intercultural Communicative Competence (ICC) through online interaction and the completion of a collaborative task. Adopting a case study approach, the video-recorded sessions of three dyads are analyzed in conjunction with data from background surveys, autobiographies, journal entries, and email exchanges. To observe ICC development, we use a combination of a priori categories based on the « Attitude » component of Byram's (1997) model and a set of emerging themes (Boyatzis, 1998) gathered from the data. This choice of methodology provides an in-depth picture of the participants' production of Attitudes, that is, the willingness to show value to their partners or prioritize self over the course of the exchange. The results of the study indicate that one-on-one desktop-video conferencing can support the development of ICC and that task work bears upon the types and production of Attitudes. In addition, it is found that the production of Attitudes is not proficiency-dependent. The results also further suggest that there are differences in the way male and female participants engage in intercultural interaction.

APA, Harvard, Vancouver, ISO, and other styles
3

Wang, Yuping, and n/a. "An Inquiry Into Oral-Visual Interaction Via Internet-Based Desktop Videoconferencing for Language Acquisition at a Distance." Griffith University. Griffith Business School, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070215.132816.

Full text
Abstract:
The research contained in this thesis involves three interdisciplinary dimensions: Distance Language Education (DLE) as the context of the research, videoconferencing as the technology, and the provision of oral and visual interaction in DLE as the core research problem. Though DLE is increasingly gaining importance at the start of 21st century, the inadequate provision of real-time oral-visual interaction still remains a major deficiency. To be more precise, DLE is still producing language learners who cannot speak the target language. I have outlined the urgency in solving this problem (Wang, 2004a), and it is precisely this urgency that grounds this research. This thesis therefore aims to answer the following central research question: in what ways is oral-visual interaction via videoconferencing able to facilitate L2 acquisition at a distance? In the course of answering the central research question, the following subsidiary questions are closely investigated: 1. What are the needs of distance learners in terms of L2 acquisition? 2. What are the benefits and limitations of videoconferencing-supported oral and visual interaction in the process of L2 acquisition? 3. What are the implications and potential of such interaction for L2 acquisition in distance mode? This thesis is set against a background of research on the importance of interaction in second language (L2) acquisition and the capabilities of Computer Mediated Communication (CMC). Interaction has been regarded as an integral part of communicative language learning, which promotes L2 acquisition (see Gass, 2003; Hall, 1995; Kitade, 2000; Lantolf, 1994; Mitchell & Myles, 1998; Ohta, 1995; Swain & Lapkin,1995). However, the preliminary study in this research established that, in the context of DLE, this interactive dimension has been inadequately provided, and that distance language learners do need an improved platform for L2 acquisition, especially in terms of acquiring speaking skills. The distance factor in distance language education calls for the employment of technology as a medium to provide an interactive platform for oral and visual interaction. Thus, the empirical dimension of this research, involving the participation of both on-campus and distance language learners, witnesses a two-stage evaluation of a particular Internet-based desktop videoconferencing tool, NetMeeting. In this evaluation, NetMeeting was used to conduct videoconferencing sessions, in which the teacher and participants could see and hear each other during the completion of meaning-based tasks. A great deal of original data was collected from the qualitative evaluation in regard to the benefits and limitations of videoconferencing-supported oral and visual interaction in the process of L2 acquisition in distance mode. This evaluation is approached from two aspects: the technological capabilities and pedagogical values of videoconferencing. Recommendations on the use of videoconferencing and videoconferencing task designs are proposed on the basis of the research findings. These recommendations are highly significant for practitioners in this field. Following Murray (1999), a combination of data collection methods was employed in an attempt to effectively explore the scope and depth of the participants' learning experience through videoconferencing. These methods include pre- and post-trial written surveys, in-depth post-session and post-trial interviews, videotaped videoconferencing sessions and the researcher's personal observation. Qualitative data analysis methods were adopted. Particularly important is the use of Varonis and Gass's (1985) model for analysing the negotiation routines during meaning-based task completion. The contributions of this research are manifold. Theoretically, the research updates key definitions in DLE and CMC in keeping with recent developments in each respective field. In so doing, this thesis puts forward a theory of an emerging fourth generation DLE with synchronous oral-visual interaction as its defining feature (Wang & Sun, 2001), and also proposes a new taxonomy in CMC (Wang, 2004). Both theories categorize more precisely the different roles played by different technologies and their implications for different learner goals. Empirically, this research first develops criteria for selecting appropriate videoconferencing tools (Wang & Sun, 2001) and criteria for evaluating the appropriateness of videoconferencing tasks. These two sets of criteria were then applied in the two-stage evaluation of NetMeeting, yielding useful data (Wang, 2004a; Wang, 2004b). This research also contributes to our understanding of videoconferencing task design and performance principles. The significant findings from this research confirm that Internet-based desktop videoconferencing is capable of supporting oral-visual interaction in DLE and leads to significant improvements in L2 acquisition. Most importantly, this study informs future research into the nature of oral-visual interaction enabled by videoconferencing by demonstrating how and in what ways such interaction facilitates L2 acquisition. The rapid development of computer technology makes publishing the contributions of this study an ongoing part of this research, in order to maintain the originality of this study. Some of the findings have been published in top-ranking international journals (see Wang and Sun, 2001; Wang, 2004a; Wang, 2004b). This study addresses a real and urgent need in distance language learning - the provision of oral-visual interaction. Findings from this research shed light on many issues untreated in the literature and in the practices of DLE. They also point to possible future trends in the globalisation of education because the effects of the pedagogical distance between the learner and education provider may be neutralized, or at least, minimized, through the use of CMC.
APA, Harvard, Vancouver, ISO, and other styles
4

Wang, Yuping. "An Inquiry Into Oral-Visual Interaction Via Internet-Based Desktop Videoconferencing for Language Acquisition at a Distance." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365681.

Full text
Abstract:
The research contained in this thesis involves three interdisciplinary dimensions: Distance Language Education (DLE) as the context of the research, videoconferencing as the technology, and the provision of oral and visual interaction in DLE as the core research problem. Though DLE is increasingly gaining importance at the start of 21st century, the inadequate provision of real-time oral-visual interaction still remains a major deficiency. To be more precise, DLE is still producing language learners who cannot speak the target language. I have outlined the urgency in solving this problem (Wang, 2004a), and it is precisely this urgency that grounds this research. This thesis therefore aims to answer the following central research question: in what ways is oral-visual interaction via videoconferencing able to facilitate L2 acquisition at a distance? In the course of answering the central research question, the following subsidiary questions are closely investigated: 1. What are the needs of distance learners in terms of L2 acquisition? 2. What are the benefits and limitations of videoconferencing-supported oral and visual interaction in the process of L2 acquisition? 3. What are the implications and potential of such interaction for L2 acquisition in distance mode? This thesis is set against a background of research on the importance of interaction in second language (L2) acquisition and the capabilities of Computer Mediated Communication (CMC). Interaction has been regarded as an integral part of communicative language learning, which promotes L2 acquisition (see Gass, 2003; Hall, 1995; Kitade, 2000; Lantolf, 1994; Mitchell & Myles, 1998; Ohta, 1995; Swain & Lapkin,1995). However, the preliminary study in this research established that, in the context of DLE, this interactive dimension has been inadequately provided, and that distance language learners do need an improved platform for L2 acquisition, especially in terms of acquiring speaking skills. The distance factor in distance language education calls for the employment of technology as a medium to provide an interactive platform for oral and visual interaction. Thus, the empirical dimension of this research, involving the participation of both on-campus and distance language learners, witnesses a two-stage evaluation of a particular Internet-based desktop videoconferencing tool, NetMeeting. In this evaluation, NetMeeting was used to conduct videoconferencing sessions, in which the teacher and participants could see and hear each other during the completion of meaning-based tasks. A great deal of original data was collected from the qualitative evaluation in regard to the benefits and limitations of videoconferencing-supported oral and visual interaction in the process of L2 acquisition in distance mode. This evaluation is approached from two aspects: the technological capabilities and pedagogical values of videoconferencing. Recommendations on the use of videoconferencing and videoconferencing task designs are proposed on the basis of the research findings. These recommendations are highly significant for practitioners in this field. Following Murray (1999), a combination of data collection methods was employed in an attempt to effectively explore the scope and depth of the participants' learning experience through videoconferencing. These methods include pre- and post-trial written surveys, in-depth post-session and post-trial interviews, videotaped videoconferencing sessions and the researcher's personal observation. Qualitative data analysis methods were adopted. Particularly important is the use of Varonis and Gass's (1985) model for analysing the negotiation routines during meaning-based task completion. The contributions of this research are manifold. Theoretically, the research updates key definitions in DLE and CMC in keeping with recent developments in each respective field. In so doing, this thesis puts forward a theory of an emerging fourth generation DLE with synchronous oral-visual interaction as its defining feature (Wang & Sun, 2001), and also proposes a new taxonomy in CMC (Wang, 2004). Both theories categorize more precisely the different roles played by different technologies and their implications for different learner goals. Empirically, this research first develops criteria for selecting appropriate videoconferencing tools (Wang & Sun, 2001) and criteria for evaluating the appropriateness of videoconferencing tasks. These two sets of criteria were then applied in the two-stage evaluation of NetMeeting, yielding useful data (Wang, 2004a; Wang, 2004b). This research also contributes to our understanding of videoconferencing task design and performance principles. The significant findings from this research confirm that Internet-based desktop videoconferencing is capable of supporting oral-visual interaction in DLE and leads to significant improvements in L2 acquisition. Most importantly, this study informs future research into the nature of oral-visual interaction enabled by videoconferencing by demonstrating how and in what ways such interaction facilitates L2 acquisition. The rapid development of computer technology makes publishing the contributions of this study an ongoing part of this research, in order to maintain the originality of this study. Some of the findings have been published in top-ranking international journals (see Wang and Sun, 2001; Wang, 2004a; Wang, 2004b). This study addresses a real and urgent need in distance language learning - the provision of oral-visual interaction. Findings from this research shed light on many issues untreated in the literature and in the practices of DLE. They also point to possible future trends in the globalisation of education because the effects of the pedagogical distance between the learner and education provider may be neutralized, or at least, minimized, through the use of CMC.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Griffith Business School
Full Text
APA, Harvard, Vancouver, ISO, and other styles
5

Xiao, Mingli. "An Empirical Study of Using Internet-Based Desktop Videoconferencing in an EFL Setting." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1194703859.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chimeva, Yordanka. "Negotiating interactions and addressing communication breakdowns in foreign language telecollaborative projects through videoconferencing." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/672667.

Full text
Abstract:
Telecollaboration through videoconferencing is one way of responding to the present situation in education resulting from the current COVID-19 pandemic as well as from globalization and innovation in information and communication technology. The main purpose of this dissertation is to investigate the interactional strategies, patterns of negotiated interactions and communication strategies that secondary school learners of English as a foreign language use during task-based telecollaborative interactions with secondary school learners of English from a different cultural and linguistic background. The study focuses on two telecollaborative projects in which the same participants from Bulgaria and students from two different schools in Spain took part in synchronous videoconferencing sessions discussing culture related topics. Various data collection instruments were used in order to provide triangulation of the findings, namely, video recordings of the telecollaborative interactions, interviews, questionnaires and field observations. Both quantitative analysis with descriptive statistics and qualitative data analysis are provided. By presenting and analyzing three case studies the investigation provides invaluable information about learners’ communicative behavior in telecollaborative educational settings. The study found that adolescent non-native participants demonstrate different behaviors and utilize resources with varying frequency depending on who their interlocutor is. We further point out potential factors for these variations and provide recommendations for setting up telecollaborative projects.
La videoconferència és una manera de donar resposta a l'estat actual de l'educació derivada de l'actual pandèmia de COVID-19, així com a la globalització i innovació en tecnologies de la informació i la comunicació. L'objectiu principal d'aquesta tesi és investigar les estratègies d'interacció, els patrons d'interaccions negociades i les estratègies de comunicació utilitzades pels estudiants de secundària que aprenen anglès com a llengua estrangera durant les interaccions telecolaboratives amb altres estudiants de secundària en un entorn cultural i lingüístic diferent. L'estudi se centra en dos projectes telecolaboratius en els quals els mateixos participants de Bulgària i alumnes de dues escoles diferents d'Espanya van participar en sessions de videoconferència síncrona parlant de temes relacionats amb la cultura. Es van utilitzar diverses eines de recopilació de dades per proporcionar triangulació de conclusions: enregistraments de vídeo d'interaccions telecolíborants, entrevistes, qüestionaris i observacions de camp. Es proporcionen tant anàlisis quantitatives amb estadístiques descriptives com anàlisis qualitatives de dades. Mitjançant la presentació i l'anàlisi de tres casos pràctics, la recerca proporciona valuosa informació sobre el comportament comunicatiu dels estudiants en entorns educatius telecolaboratius. L'estudi va trobar que els participants adolescents no nadius demostren diferents comportaments i utilitzen recursos amb diferents freqüències en funció de qui sigui el seu interlocutor. A més, apuntem a possibles factors per a aquestes variacions i donem recomanacions per a la creació de projectes telecolaboratius.
La telecolaboración a través de videoconferencia es una forma de responder a la situación actual de la educación resultante de la actual pandemia COVID-19, así como de la globalización y la innovación en tecnologías de la información y la comunicación. El objetivo principal de esta tesis es investigar las estrategias de interacción, patrones de interacciones negociadas y estrategias de comunicación que utilizan los estudiantes de secundaria que aprenden inglés como lengua extranjera durante las interacciones telecolaborativas con otros estudiantes de secundaria de un entorno cultural y lingüístico diferente. El estudio se centra en dos proyectos telecolaborativos en los que los mismos participantes de Bulgaria y estudiantes de dos escuelas diferentes de España participaron en sesiones sincrónicas de videoconferencia hablando sobre temas relacionados con la cultura. Se utilizaron diversos instrumentos de recopilación de datos con el fin de proporcionar la triangulación de las conclusiones: grabaciones en vídeo de interacciones telecolaborativas, entrevistas, cuestionarios y observaciones sobre el terreno. Se proporcionan tanto análisis cuantitativos con estadísticas descriptivas como análisis cualitativos de datos. Al presentar y analizar tres estudios de caso, la investigación proporciona valiosa información sobre el comportamiento comunicativo de los estudiantes en entornos educativos telecolaborativos. El estudio encontró que los participantes adolescentes no nativos demuestran diferentes comportamientos y utilizan recursos con frecuencia variable dependiendo de quién sea su interlocutor. Además, señalamos posibles factores para estas variaciones y proporcionamos recomendaciones para la creación de proyectos telecolaborativos.
APA, Harvard, Vancouver, ISO, and other styles
7

Vroonland, David W. "An Analysis of the Effect of Distance Learning on Student Self-Efficacy of Junior High School Spanish Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4563/.

Full text
Abstract:
Prior to the development of interactive television, schools that were either geographically isolated or financially restricted were often unable to provide courses that may have been essential for students. Interactive television has helped such school districts provide appropriate courses for their students. Because student self-efficacy is a significant indicator of student success, the relationship between distance learning and students' self-efficacy requires research. The problem of the study was to examine the impact of site location in a distance learning environment on student self-efficacy in Spanish instruction. The participants in this study were junior high school students enrolled in distance-learning Spanish classes at two junior high schools in a north central Texas independent school district. All of the students were taught by the same instructor. The age range of the students was from 11 to 14 years of age, and all students were in either the seventh or the eighth grade. Students took a modified version of the Motivated Strategies for Learning Questionnaire at the end of each treatment. Using the counterbalanced design, each subject was matched to themselves. T-tests for nonindependent samples were used to compare the two treatments. The findings indicate that there is no significant difference in the level of student self-efficacy by site location. The findings in this study support the use of distance learning as a medium for Spanish instruction at the junior high school level. Because of the strong statistical relationship between self-efficacy and student performance, teachers and administrators can reasonably believe that site location will not hamper their students' success.
APA, Harvard, Vancouver, ISO, and other styles
8

Goldberg, Lydia. "Videoconferencing pathways to interaction." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22590.

Full text
Abstract:
The rapid convergence of technologies of communication into a multimedia environment taking place over the last decade has created a new interest in the possibilities offered by videoconferencing systems. We are thus beginning to see the expansion of the potential for various levels of human interaction mediated by video in both business and educational domains. Through the support of the technologically mediated environment, people now have the capability to travel across time and space, meeting with other individuals, seemingly as if face-to-face. The purpose of this thesis is to explore more fully some of the issues of the new communication technologies (differences between face-to-face and mediated communication, changes to our conceptions of time and space, and problems of privacy and surveillance) and specifically how they apply to various videoconferencing scenarios as well as to a more detailed case study of a teleteaching experiment conducted recently at a French research institute.
APA, Harvard, Vancouver, ISO, and other styles
9

Kysely, Andrea. "Couples education via videoconferencing: bridging the demand gap." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2565.

Full text
Abstract:
The Australian study is the first to provide evidence for couples intervention via videoconferencing as a viable alternative to face-to-face. Thirty couples were randomly assigned to either a face-to-face, or videoconferencing condition, and completed a couples behavioural education program. Through qualitative analysis several themes were identified, reflecting open-mindedness, acceptance, satisfaction, and the establishment of a strong working alliance. Statistical analysis further supported these finding, showing no significant effect of the technology, and positive clinical outcomes.
APA, Harvard, Vancouver, ISO, and other styles
10

Daunt, Carol. "The nature of interaction in educational videoconferencing." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36617/1/36617_Duant_1999.pdf.

Full text
Abstract:
This study investigates the nature of interaction that can be achieved in educational videoconferencing and what adaptations (if any) to teaching and learning strategies are necessary. In particular it examines the following: 1. What impact does the technology have on the interactions? 2. Do lecturers have to make adaptations to teaching strategies? 3. Do students have to make adaptations to learning strategies? 4. Can a 'dialogical' approach be used effectively in videoconferencing? During the latter half of 1994, two lecturing staff at the Queensland University of Technology (QUT) used videoconferencing for tutorials, in conjunction with distance education materials, to deliver one subject of a Master of Education course (Organisational Culture and Education Leadership) and assess the adequacy of this mode of delivery for quality teaching and learning in a higher education program. The lecturers were highly experienced university personnel who had delivered this subject face-to-face using a dialogical approach in their lectures. The student group comprised eight mature-age students all located at a provincial centre approximately three hours' drive from Brisbane. All of the participants were educational practitioners: two school principals, one deputy principal, one subject master, three education officers at School Support Centres and one Pre-school teacher (seven females, one male). A review of the literature showed interaction is an important element in learning, but that very few studies on the use of videoconferencing for education have focused on the nature of interaction that can be achieved through the medium. Therefore, this study will make a significant addition to the body of knowledge about how this relatively new communications technology can be employed for educational purposes. This study is based on a mixed-method evaluation design that included an action research process coupled with an interaction analysis. The two research methods form two distinct stages of the study, i.e. action research throughout the planning and delivery of the videoconference sessions, combined with an interaction analysis of videotapes of the videoconference sessions. This mixed-method design was appropriate for this study in order to maximise the data that had been collected, allowing a deeper investigation of the nature of interaction. This study found that videoconferencing allowed the lecturers to replicate the on-campus interaction that is often lacking in distance education programs. Of significance was the fact that the technology did permit the full engagement of these students as adult learners, and experienced professionals, in an approach based on critical reflection, deep learning and metacognition. The study showed that a very high level of interaction comparable in effect to the face-to-face situation, can be achieved and students at this level are able to maintain that interaction for long periods of time. Major findings of the study include: • High quality voice and vision contributed to the ability to interact. • Room layout has an effect on interaction. • User confidence and competence contributed positively to the ability to interact. • Sessions in which dynamic interaction and engagement occurred were successfully conducted for periods of 90 minutes. • Lecturers were able to replicate their current teaching style that relied heavily on a dialogical approach. • Students resented the loss of control in structured videoconferences and expressed higher levels of satisfaction when they were active in setting the agenda. • The established group and consequent group dynamics had a positive effect on the interaction. • Interaction was valued by the students as a teaching/learning strategy. • It appears that the nature of interaction is more important than the amount. This study supports the literature in several areas, but challenges it in others. It confirms research which found that the technology was conducive to highly interactive sessions and hence of benefit in the delivery of educational programs, but challenges the assumptions and recommendations that effective videoconference sessions need to employ different teaching strategies and be structured and focused, including pre-prepared agendas and controlled question and answer procedures. However, due to the size and nature of this particular group of students and lecturers, these notions are not rejected completely, and the conclusions and findings of the study must be recognised as specific to this group under given conditions. While the research offers insights into a particular context, it is not proposed that these results would be replicable in all instances of educational videoconferencing. The study offers significant insights into the nature of interaction that can be achieved if lecturers desire to employ a dialogical approach in their educational videoconferencing.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Videoconferencing in language education"

1

La visioconférence transfrontalière: Der grenzüberschreitende Einsatz von Videokonferenzen in der Lehre. Paris, France: L'Harmattan, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Videoconferencing for Schools: Pedagogy and Practice. Derry: Guildhall Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rayler, Adam C. Videoconferencing: Technology, impact and applications. New York: Nova Science Publishers, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

C, Rayler Adam, ed. Videoconferencing: Technology, impact, and applications. Hauppauge, N.Y: Nova Science Publishers, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jill, Bourne, and Reid Euan, eds. Language education. London: Kogan Page, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Jan, Zanetis, ed. Interactive videoconferencing: K-12 lessons that work. Eugene, Or: International Society for Technology in Education, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kecia, Ray, and Zanetis Jan, eds. Videoconferencing for K-12 classrooms: A program development guide. 2nd ed. Eugene, Ore: International Society for Technology in Education, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Trappes-Lomax, Hugh, and Gibson Ferguson, eds. Language in Language Teacher Education. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Halliday, M. A. K. Language and education. London: Continuum, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Elnashar, Narymane A. Language, culture & education. Cairo: Anglo-Egyptian Bookshop, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Videoconferencing in language education"

1

Jakonen, Teppo, and Heidi Jauni. "Telepresent Agency: Remote Participation in Hybrid Language Classrooms via a Telepresence Robot." In New Materialist Explorations into Language Education, 21–38. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13847-8_2.

Full text
Abstract:
AbstractVideoconferencing technologies have become increasingly common in different sectors of life as a means to enable real-time interaction between people who are located in different places. In this chapter, we explore interactional data from synchronous hybrid university-level foreign language classrooms in which one student participates via a telepresence robot, a remote-controlled videoconferencing tool. In contrast to many other forms of video-mediated interaction, the user of a telepresence robot can move the robot and thereby (re-)orient to the space, the other participants and material objects that might be outside his immediate video screen. We employ an ethnomethodological and conversation analytic (EMCA) perspective to explore Barad’s (Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press: 2007) notion of agency as a distributed phenomenon that emerges from assemblages of humans and materials. We demonstrate the complex nature of telepresent agency by investigating where agential cuts lie in three short episodes that involve mediated perception, touch and movement. Based on the analyses, we discuss how the telepresence technology configures learning environments by making new kinds of competences and forms of adaptation relevant for teachers and students.
APA, Harvard, Vancouver, ISO, and other styles
2

Lenkaitis, Chesla Ann. "Learner and Teacher Autonomy Through Virtual Exchange: The Use of Videoconferencing Recorded Sessions as Stimuli for Reflection." In Language Education in Digital Spaces: Perspectives on Autonomy and Interaction, 135–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74958-3_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lamy, Marie-Noëlle, and Regine Hampel. "Videoconferencing." In Online Communication in Language Learning and Teaching, 138–45. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592681_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Caporali, Enrica, Vladimir Trajkovik, and Juna Valdiserri. "Videoconferencing as Tool of Higher Education." In ICT Innovations 2009, 439–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-10781-8_45.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Loranc-Paszylk, Barbara. "Videoconferencing as a Tool for Developing Speaking Skills." In Second Language Learning and Teaching, 189–203. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-38339-7_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Knochel, Aaron D. "Zooming In: Learning with Videoconferencing as Posthuman Pedagogy." In Global Media Arts Education, 99–114. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05476-1_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Williams, Gayna. "Task Conflict and Language Differences: Opportunities for Videoconferencing?" In Proceedings of the Fifth European Conference on Computer Supported Cooperative Work, 97–108. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-015-7372-6_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jayendran, Nishevita, Anusha Ramanathan, and Surbhi Nagpal. "Language acquisition and language learning." In Language Education, 59–80. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Budd, Yoshi. "Language Education." In What is Next in Educational Research?, 133–39. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-524-1_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ekberg, Stuart, Sandra Houen, Belinda Fisher, Maryanne Theobald, and Susan Danby. "Engaging Young Children in Speech and Language Therapy via Videoconferencing." In Everyday Technologies in Healthcare, 175–92. Boca Raton : Taylor & Francis, 2019. |: CRC Press, 2019. http://dx.doi.org/10.1201/9781351032186-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Videoconferencing in language education"

1

Gettliffe, Nathalie, and Omar Erkat. "EVALUATING SECOND LANGUAGE ORAL SKILLS IN AN ON-LINE VIDEOCONFERENCING ENVIRONMENT." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1617.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Gettliffe-Erkat, Nathalie. "GROUP COHESION AND LEARNING FRENCH AS FOREIGN LANGUAGE IN A VIDEOCONFERENCING ENVIRONMENT." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1189.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Watson, Anna, and M. Angela Sasse. "Distance education via IP videoconferencing." In CHI '00 extended abstracts. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/633292.633358.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Arkhangorodsky, Arkady, Christopher Chu, Scot Fang, Yiqi Huang, Denglin Jiang, Ajay Nagesh, Boliang Zhang, and Kevin Knight. "MeetDot: Videoconferencing with Live Translation Captions." In Proceedings of the 2021 Conference on Empirical Methods in Natural Language Processing: System Demonstrations. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.emnlp-demo.23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Trajkovik, Vladimir, Betim Cekorov, Enrica Caporali, Elena Palmisano, and Juna Valdiserri. "Establishing videoconferencing infrastructure in R. Macedonia." In 2010 9th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2010. http://dx.doi.org/10.1109/ithet.2010.5480075.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Calitz, A. P., C. B. Cilliers, and J. H. Greyling. "Undergraduate IT Distance Education Using Videoconferencing and Internet Technologies." In 2006 7th International Conference on Information Technology Based Higher Education and Training. IEEE, 2006. http://dx.doi.org/10.1109/ithet.2006.339790.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Eshtehardi, Mitch. "VIDEOCONFERENCING CAMERA AND STUDENTS’ SOCIAL BEHAVIOURS IN ONLINE ESL CLASSES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2150.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Huttunen, Sami, and Janne Heikkila. "An Active Head Tracking System for Distance Education and Videoconferencing Applications." In 2006 IEEE International Conference on Video and Signal Based Surveillance. IEEE, 2006. http://dx.doi.org/10.1109/avss.2006.19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Barra, Enrique, Sandra Aguirre, and Juan Quemada. "Work in progress — Exploiting videoconferencing possibilities to promote the European convergence process." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6143012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Yu He. "The course choice between C language and C++ language." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228304.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Videoconferencing in language education"

1

OSIYANOVA, O. M., and V. I. SELEZNEVA. AUTHENTIC VIDEOS IN MODERN FOREIGN LANGUAGE EDUCATION: LINGUODIDACTIC ASPECT. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-95-104.

Full text
Abstract:
The article considers the relevance of the authentic videos use in students foreign language education, determines their linguistic and didactic potential in the development of habits and skills in a foreign language speech activity. The subject of the analysis is the selection criteria and the content of work stages with authentic videos in English classes.
APA, Harvard, Vancouver, ISO, and other styles
2

Harrison, George C. Research, Development, Training and Education Using the Ada Programming Language. Fort Belvoir, VA: Defense Technical Information Center, July 1989. http://dx.doi.org/10.21236/ada210760.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Tilson, John. Manipulation or education? : symbolic language, belief system and the Truman Doctrine. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5565.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Alrich, Amy A., Claudio C. Biltoc, Ashley-Louise N. Bybee, Lawrence B. Morton, Richard H. White, Robert A. Zirkle, Jessica L. Knight, and Joseph F. Adams. The Infusion of Language, Regional, and Cultural Content into Military Education: Status Report. Fort Belvoir, VA: Defense Technical Information Center, January 2011. http://dx.doi.org/10.21236/ada562774.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Asakura, Naomi. Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2516.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Murray, Nancy. Developing a Language in Education Policy for Post-apartheid South Africa: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7218.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Schoettler, Sarah. STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2310.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Yoshii, Ruri. Language Skill Development in Japanese Kokugo Education: Analysis of the Television Program Wakaru Kokugo Yomikaki No Tsubo. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2073.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.

Full text
Abstract:
In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.
APA, Harvard, Vancouver, ISO, and other styles
10

DuBois, Elizabeth. The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5522.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Videoconferencing in language education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography