Telecollaboration for Intercultural Language Learning: Lessons Learned

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EuroCALL Conference, Padova, 26-29 August 2015

Kristi Jauregi & TILA teamUtrecht University & Fontys University of Applied SciencesIntegrating Telecollaboration for Intercultural Language Acquisition at Secondary Education: Lessons Learned

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Presentation structureIntroduction to TILAMain activities carried outPreliminary findings

EuroCALL conference, Padova, August 20152

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TILA 2013-20153Languages: English, French, German, Spanish & Catalan

Countries represented by:Teacher training institutionsSecondary schools

TelecollaborationInterculturalLanguageAcquisitionIntercultural


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TILA short impressionEuroCALL conference, Padova, August 2015Link

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Consortium Partners

5P1 Utrecht University (NL)P2 Berlage Lyceum

P3 U Roehampton (UK)P4 The Godolphin & Latymer School

P5 Steinbeis Transfer Center Language Learning Media P6 Gymnasium Saarburg (DE)

P7 Universidad de Valencia (SP)P8 IES Clot del Moro

P9 Universit de Paris 3 (FR) P10 Collge La Cerisaie

P12 Palacky University (CZ)

P11 3DLES (NL)72 Associated Partners

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To innovate, enrich and make FLT more meaningful by integrating telecollaboration activities in secondary schools across Europe.

To empower (student) teachers and assist them in developing ICT literacy skills as well as organisational, pedagogical and intercultural competences to guarantee adequate integration of telecollaboration practices.

To study the added value of telecollaboration.Project goals6EuroCALL conference, Padova, August 2015

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(A)synchronous communication in TILA7

ForumBlogWikiMoodle

PrivacySafe environmentMinor

ChatEuroCALL conference, Padova, August 2015

Synchronous and asynchronous telecollaboration7

TILA activitiesTeacher training

Needs analysisTraining MaterialsCriteria for TC task design & assessment39 Training Workshops to 269 teachers300 student teachers engaged in TC550 hours of CoachingTeacher guides

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TILA activitiesTelecollabotation sessions

837 pupils27 schools48 teachers

Development of:55 TC tasks Assessment instruments9


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TILA activitiesResearchFociPedagogical: How to integrate TC in FL curricula in a sustainable way at secondary schools (blend/flip activities, tasks, tools, organization, tandem/LF)?How do teachers and pupils experience TC?What is the impact of TC on learners motivation?Linguistic: - What is the impact of TC activities in the intercultural communicative competence of pupils?

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TILA activitiesResearch data gathered:

Surveys (pre- mid- post)Pre- & post testsLogs &/or recordings of TC interactionsInterviews

Challenges

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837 pupils participated mostly 1x1in TC sessions Pilot (end 2013 - mid 2014): challengesFollow up experiences (mid 2014 - mid 2015)TC experiencesPilotFollow upBBB64%83%Lingua Franca 60%72%


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Example: BBB, LF useEuroCALL conference, Padova, August 2015

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The development of intercultural communicative competence

Positive impact on pupils intercultural communicative competence > authenticity, spontaneity. The TC tasks seemed to enhance intercultural competence and awareness as pupils engaged in conversations, exchanging information, points of view on cultural similarities and differences, reflected upon rich intercultural points that emerged in discourse & collaborated to co-create meaning & content.Pupils were curious about other ways of organizing lives, of doing things; they succeeded in showing openness and interest to know more about the Other and resorted to meta discursive conversational devices to clarify intercultural meaning (Kroon, Jauregi & Thije, 2015)

Main findingsEuroCALL conference, Padova, August 2015

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Communication patterns in TC exchanges (tool affordances)

Case Study 1> Spanish (tandem) B1 (chat & video communication)

Chat:Short turnsDynamic turn exchangesTo the point Little engagement in topic developmentShallow / superficial communicationAdjustment to task topic > use of emoticons

Main findings

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Task: getting to know each other

12:23: EN6: cuantos anos tienes? ('how old are you'?)12:24: EN6: tengo 14, mi cumpleanos es el 30 de abril ('I'm 14, my birthday is April the 30th)12:26: SP6: Que piensas hacer en vacaciones de verano? ('What are you going to do on summer holidays?')12:28: EN6: que haces normalmente en tu tiempo libre? ('What do you normally do in your free time?')12:29: SP6: Hago deporte por las noches y tu? ('I play sports at night, and you?')12:31: EN6: me gusta montar a caballo, pero soy perezosa, normalmente veo la tele! me encanta salir con mis amigas todos los dias. eres deportista? ('I like horseback riding, but I am lazy, I normally watch tv! I love going out with my friends every day. are you sporty?')12:32: SP6: Antes jugaba a baloncesto, pero ahora salgo a correr por las noches('I used to play basketball, but now I go running at nights')

Chat extractEuroCALL conference, Padova, August 2015

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Video communication

High engagement in topic co-creationMore elaborated discourse patternsFrequent instances of negotiation of meaningMore space for spontaneity: lateral personal topics emerging more frequentlyPower relationships: NSs supportive & accommodating to the NNSneeds But: technical problems


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Video communication fragment14:15: EN2: S, ahm. Ok // Hm, celebras el Da del Santo ('Do you celebrate the Saint's Day?')14:24: SP2: Del santo? Pero a qu te refieres? (The Saint's Day? What are you referring to?')14:27: EN2: Ahm / ah, yeah, celebras el Da del Santo ('Do you celebrate the Saint's Day?')14:36: SP2: Hm, espera un momento (3''). Eh, quieres decir que, por ejemplo, eh / cada, cada // hay das diferentes que hay, por ejemplo, alguien que se llama Carlos, est santo Carlos, San Carlos... ('Ok, wait a moment. You mean that, for example, eh, each, each; there aredifferent days and for example, somebody whose name is Carlos... There is Saint Carlos...')14:54: [EN2: S, s...14:55: SP2: = entonces... ('so...')14:55: EN2: = S].14:56: SP2: = te refieres a eso o (( ))? O a, a (( ))? Te refieres a eso? ('Are you referring to that?')15:08: EN2: Ah (( )) Ahm /tienes / es, es un Santa ((Jord)) o no? (5'') Hm... (2'') Hm, celebras el Da,el Da del Santo / para t / para ti? ('Is there a Saint Jordi or not? Do you celebrate the Saint's Day?')15:34: SP2: El santo? ('The Saint?')15:36: EN2: S // es, es el santo ((Jord)). ('Yes, it is Saint Jordi').15:42: SP2: Cmo, cmo? Es que no oigo bien, espera. ('What, what? I cannot listen well, wait')15:46: EN2: Es, es... ('It is, it is...')16:03: EN2: Hay un Sant Jordi? ('Is there a Saint Jordi?')16:05: SP2: S, yo me llamo Jordi, claro, vale, mi / vale. ('Yes, my name is Jordi, of course, ok, ok')(LAUGHS)16:10: SP2: (( )) mi santo es / 22 de abril... ('Saint Jordi's Day is April 22...')

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Game in Virtual Worlds

Case study 2 (German LF) A1

Task: Cultural Game + Gamification ActionProblem solving, CooperationStrategy planning Spontaneous talkPersonal information exchangeMany directives

Ashcombe College (UK)Pleincollege Nuenen (NL)Eindhoven 2030EuroCALL conference, Padova, August 2015

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Impact of TC on motivation (self-efficacy & anxiety)

Research ContextParticipants: 202 pupils from Spain, France, the Netherlands and the UK Time span: September 2013 - June 2015. TC sessions: average of four foreign language interaction sessions either by written chat or by video communication. Language constellation: either lingua franca, tandem or mixed constellations. Instruments: after every session pupils completed a questionnaire including 21 items to be rated on a 5 point Likert scale.


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Impact of TC on motivation (self-efficacy and anxiety)

Findings Pupils that interacted via chat and in tandem constellations tend to show higher self-efficacy beliefs than those engaged in lingua franca exchanges using video communication. Anxiety levels seem to decrease significantly as sessions progress. LF group presents systematically the lowest anxiety scores. Chat sessions are less anxiety-provoking than video communication. The use of webcam: participants seem to feel more at ease when their partner cannot see them only during the first sessions.


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TILA has pioneered a pedagogical innovative change in secondary education by looking at sustainable ways to integrate TC in FL curricula, while studying the effects that such exchanges may have on the intercultural communicative competence and motivation of pupils.

First results indicate: Task-driven TC exchanges have a positive impact in the development of ICC of pupils and on their motivation. Tool affordances: video communication seems to stimulate more complex discourse production than chat encounters and might be more useful for stimulating richer intercultural exchanges than chat. But chat exchanges and lingua franca language constellation seem to trigger less anxiety than video communication and tandem exchanges.

Additional research will need to substantiate these findings.

TILA continues!

ConclusionsEuroCALL conference, Padova, August 2015

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Thank you for your attention!!Join us at: www.tilaproject.euTilaproject@[email protected]

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