building language learning communities via student-driven videoconferencing & social robotics
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Building Language Learning Communities via Student-Driven Videoconferencing & Social Robotics. Lance R. Askildson, PhD Director, Center for the Study of Languages & Cultures Associate Professor of the Practice, Second Language Acquisition University of Notre Dame. Presentation overview. - PowerPoint PPT PresentationTRANSCRIPT
BUILDING LANGUAGE LEARNING COMMUNITIES VIA STUDENT-DRIVEN VIDEOCONFERENCING & SOCIAL ROBOTICS
Lance R. Askildson, PhDDirector, Center for the Study of Languages & CulturesAssociate Professor of the Practice, Second Language AcquisitionUniversity of Notre Dame
PRESENTATION OVERVIEW
Theoretical and pedagogical impetus Selection criteria for student driven video
conferencing solutions for language learning Two pilot projects: design, participants,
format Preliminary results and observations Technological and pedagogical limitations Future areas for inquiry and testing
Some caveats as well… Pilot study; technical limitations; preliminary
results
THEORETICAL & PEDAGOGICAL IMPETUS: FUNDAMENTAL CHALLENGES Significant challenges to CLT in FL contexts (Lightbown 2001)
Lack of authenticity to FL practice (Lightbown & Spada, 2009)
Lack of oral fluency practice—practical constraints Lack of pragmatic feedback—particularly expressive
Need to negotiate meaning with socio-cultural contexts (Gass & Selinker, 2001; Lantolf, 2000)
Overall lack of access to interactions with NS’s Thus, lack of cultural content schema for interactions Oftentimes misplaced self-perceptions of proficiency until
communicative breakdown occurs Study abroad is often seen as the remedy to these
limitations of FL teaching However, study abroad is not feasible for everyone Technology can address many of these issues instead
Freed (2007) cites ‘quality of interactions’ as SA advantage
THEORETICAL & PEDAGOGICAL IMPETUS: STUDENT-DRIVEN INTERACTION MATTERS Student-driven interaction with native speakers is important
for acquisition—it is, lest we forget, the intended outcome Opportunities for authentic foreign language interaction
increases motivation and engagement via immediacy, ‘integrativeness’ and instrumentality (Kern & Warshauer, 2000; Dörnyei & Schmidt, 2001; Ushida, 2005)
The vast bulk of CMC chat research adds further support to this (See Abrams, 2008)
Opportunities for negotiation of meaning to include pragmatic feedback (Lantolf, 2000; Freed, 2004; Sykes, 2005)
Opportunities to practice language with a focus on meaning—which is often absent in structural FL classroom
Opportunities for automaticity practice within authentic interactional constraints (Kormos, 2006)
Opportunities for ‘Language Play’ before, during and after these interactions—rehearsal, online repetition/creative utterances, post-hoc repetition—according to both Lantolf’s (1997; 2003) ‘private speech’ and Cook’s (2000) ‘interactional’ models
TWO DISTINCT APPROACHES TO STUDENT-DRIVEN INTERACTION VIA TECHNOLOGY
Internet Window InitiativeInternet Window Initiative: Emphasizing new technology allowing for sustained high quality video-audio interactions in a largely unstructured and student-driven format Student-driven videoconferencing stressing video
quality
Social Robotics InitiativeSocial Robotics Initiative: Emphasizing new technology allowing for mobile videoconferencing in an unstructured and entirely student-driven format Student-driven videoconferencing stressing free
mobility
TECHNOLOGY 1:VIDYO TECHNOLOGY FOR HD BROWSER-BASED VIDEOCONFERENCING High definition videoconferencing technology Requires only a single specialized video
router in one location Accessible via a browser-based host Provides scalable coding that allows for
improved video quality and lower latency No dedicated networks; reliable transmission;
works with Internet2 Consortium Designed for professional corporate
videoconferencing and ideal for extended use
www.vidyo.com
PROMOTING STUDENT-DRIVEN INTERACTION: THE CONCEPT OF THE INTERNET WINDOW
Internet Window as ‘a high-quality & constantly streaming two-way audio and video connection that allows for near real communication—as if speaking through an open window.’
In many ways, the technology and format of the internet window is a combination of 24-hr streaming webcams and tradition computer mediated videoconferencing
Distinct from highly structured and planned instances of videoconferencing, the internet window allows for spontaneous and largely unstructured student-driven interactions
VIDYO & THE INTERNET WINDOW Vidyo allows for the creation of an internet
window linking two student spaces nearly anywhere in the world
The HD quality of the video-audio allows for significant psychological immediacy and facilitates communication and learning via clear transmission of linguistic articulation points, extralinguistic facial expression & body language
Particularly relevant for study abroad prep and reentry—also allows for concurrent feedback
Simulates authentic interaction with NS’s by allowing students on both sides of the camera to drive interaction for fluency practice
INTERNET WINDOW PILOT STUDY: DEVELOPMENT University of Notre Dame—Center for the Study
of Languages & Cultures (CSLC) Internet Window placed in multimedia room in CSLC
on 24’’ iMac—open to all students Project began as a part of larger initiative to
augment opportunities for oral language practice Initially faculty-driven pedagogical need starting
with Wimba that grew into a research initiative Tried structured 1-on-1 videoconferencing via Skype
but sometimes poor quality/reliability frustrating Partnered with Notre Dame IT video team
Examined Access Grid techs like Polycom & Webex but chose Vidyo as best tech for point-point connect
PILOT STUDY: PARTICIPANTS & FORMAT Initially intended to partner with study abroad
affiliate in France, but lack of appropriate student space and collaborators prevented this
Instead, partnered with a university in Madrid Two ND Spanish classes (N=34) were assigned to
spend minimum of one hour each week—other students using the CSLC could also participate
One Madrid-based EFL class (N=15) was assigned to 30 min per day—internet window placed in student lounge area on 20’’ iMac
Both internet window points were hosted in locations open to larger student public
Internet Window was hosted by Internet2 Consortium for trial purposes; limited to 3 weeks
PILOT STUDY: DATA COLLECTION Participants directed to spend their allotted
time in front of the window and interact as they chose This unstructured format was deliberately chosen
in order to facilitate an ethnographic approach—i.e. we didn’t actually know what to expect
Over three weeks, participants at both institutions kept weekly journals describing and reflecting on these interactions
In addition, six observations of internet window interactions were conducted (only on the ND side) during the three week period
At the end of the pilot study, participants were asked to respond to a brief questionnaire
PILOT STUDY: JOURNALING RESULTS Using a qualitative data reduction and display
protocol by Miles & Huberman (1994), the following trends were identified in ND participant journals: Participants loved the window—in fact, they are
upset that we stopped it after three weeks Participants indicated that most of their interactional
time was spent trying to understand cultural references or explaining their own references E.g. Dorm rivalry and football pep rallies
Participants were surprised by the poor communicative competence they held; comp-perf gap
Participants felt that their oral language skills significantly improved; several indicated that they had never spoken so much in Spanish
JOURNAL RESULTS CONTINUED…
In a variety of ways, participants indicated their surprise at the complexity of forms of politeness, address (Tu-Usted), register, etc.
Many participants wanted to talk about their interactions in class; many came to their teacher with questions
Many participants stayed in front of the window longer than they were required
Many participants wanted to stay in touch with students that they met via the window; some exchanged contact information
OBSERVATIONAL DATA Participant interactions were observed six times
over 3 weeks via an observational protocol. The following behavioral trends were noted: Participants spent a significant amount of time
negotiating meaning; breakdowns in communication were common and Spanish interlocutors frequently resorted to English to clarify
ND participants showed a willingness to code-switch when they did not know a word in order to maintain utterance fluency; Spanish participants often stopped utterances to look-up words or request peer help
Humor played an important role in all interactions; extralinguistic signals and body language were extremely important in communicating functions and stages of speech acts, aiding interpretation
OBSERVATIONAL DATA CONTINUED…
Although it was never explicitly required, all participants made significant efforts to speak at least 50% of the time in the target language
Rather speaking in their respective target languages—as some faculty expected—participants took turns speaking entirely in English or Spanish The language type would usually continued until a
breakdown in communication required a change Students clearly enjoyed their sessions; several
of them appeared to lose track of time—a level of extreme engagement Vie (2007) calls ‘flow’ and relates to ideal states of learning
PILOT STUDY: SURVEY DATA
Following the three week internet window pilot, students were asked to complete a brief questionnaire of Likert & Open-ended questions The majority of responses provided additional
confirmation of previously stated findings: Showed communicative gap & lack of pragmatic
knowledge Promoted significant and effective oral language practice HD video format demonstrated significant immediacy
Some students who had been involved with a written & oral ePen-Pal project the semester prior mentioned how much better and “real” the internet window was
More than half of participants indicated that they student-driven and unstructured format was significantly responsible for their high level of engagement
SURVEY DATA CONTINUED…
Although most participants enjoyed the student-driven format of the project, many also expressed a want for the experiences to be incorporated into the classroom curriculum
All students indicated that they enjoyed the experience and would repeat it; 4.7 / 5
PILOT STUDY: CONCLUSIONS
The internet window concept has significant potential as an engaging and near authentic form of oral language practice outside of class Interacting with native speakers in such a student-
driven format raises awareness of communicative competences and sociolinguistic pragmatics Also shows gap between self-perceived fluency and actual
communicative fluency Student-driven interactions provide ample
opportunities for negotiation of meaning—and thus consciousness-raising—in a meaningful context This promotes interlanguage development while also
honing discourse strategies—both linguistic & extraling
CONCLUSIONS CONTINUED…
The HD Video format appears to add immediacy and engagement to the interactions A large majority of participants used the word ‘real or
lifelike’ to describe what they liked about their sessions There was a clear disconnect between the
internet window sessions and the classroom coursework—this may be deeper than simple integration issues This issue requires significant study
PILOT STUDY: LIMITATIONS Very brief and select group of students Ethnographic approach limits interpretation and
generalizability No measure of language gains beyond self-perception No connection to study abroad participants/outcomes No data was collected among informal participants
(i.e. drop-ins) even though this happened with some frequency & was encouraged
A number of technical issues caused difficulties on the Spanish-side (primarily CPU usage) and disrupted several sessions; Coordination also caused difficulty
The cost of implementing a full scale project includes the Vidyo router (~ $8k) and relatively new CPU’s and videocards
TECHNOLOGY 2: SOCIAL ROBOTICS
Rovio ‘the Language Learning Robot’ A wifi conrolled robot equipped with a high-quality
webcam and two-way mic and speaker system Rovio can be controlled/moved anywhere in the
world via wifi Highly flexible movement and camera angle Can be used to communicate in a uniquely student-
driven manner both literally and figuratively
PILOT STUDY 2: LIMITED TESTING
Limited testing and scope due to novel technology Due to the technological novelties of Rovio—and the
need to have direct control over movement commands through the wifi system—a number of IRB, infosec and technological hurdles have made this project difficult
Intention to hold several weeks of unstructured testing between students in Anger, France and students in the CSLC was transformed into a single 2 hour session
A brief proof of concept was conducted this summer An interlocutor in Anger, France successfully
communicated with a French language student in the CSLC via Rovio Both image and sound quality were better than
expected
ROVIO PROOF OF CONCEPT TESTING
http://cslc.nd.edu/about/space/cslc-sandbox
*Microphone reverberation due to lack of headset use
ROVIO PILOT TEST: FORMAT
Two NS French students in Anger, France took turns controlling Rovio in the CSLC space
14 students from a 2nd year ND French class were invited to attend French conversation tables in the CSLC Students in the CSLC practiced speaking French with
each other—distributed around a number of language booths—and spoke with their French counterparts in Anger when Rovio moved to their tables Rovio was also moved into the hallway at one point
and startled some students not involved with the study
Data collection for this limited test included direct observation, a brief survey among participating ND students and a brief interview via Rovio with participating Anger students
ROVIO PILOT TEST: OBSERVATIONS Observations demonstrated a number of similarities
to the ‘Internet Window’ pilot Humor played an important role in all interactions—suffice
it to say, many students needed several minutes to come to terms with a talking robot that spoke French to them
Amazingly, students stayed in the target language at all times. There was some minor code-switching and a few cases of students stopping interactions to ask nearby students for unknown vocabulary
Student affect—after the initial shock of the interactional format—was extremely low and it was clear that everyone found the interactions both novel and enjoyable
At several points, students needed to move down to the floor and speak directly into Rovio to be understood; this is likely both a mic sensitivity AND comprehensibility issue
ROVIO PILOT TEST: SURVEY RESULTS ND Student Surveys indicated a number of expected
and surprising student perceptions All students indicated that this encounter was the first time
they had ever spoken French with a native speaking peer A number of students indicated that they were
uncomfortable at first because they could not see their interlocutor but she could see them
Nearly all students indicated that the encounter was not simply novel and fun, but also a learning experience; several students indicated that it helped them to better gauge their comprehensibility
All but one student indicated that they would like to participate in such an encounter again
All students indicated that they would like to be the one controlling such a device in France—several asked when this might become available
More than half of students selected Rovio’s “mobility” as the most important part of this new interactional technology
ROVIO PILOT TEST: INTERVIEW RESULTS
The French students had only a few things to add about their participation They both agreed that it was an extremely novel and
enjoyable interaction They were both surprised that the ND students could
understand them so well and that they could understand the ND students with little interference
They both understood how it could be good practice for the ND students—though their own attempt to speak English with someone in the hallway did not succeed very well
They had technological concerns about interacting while moving Rovio and the audio quality when students were far from the robot
One of the students noted that Rovio’s ability to move around freely made the interaction far more “real” than a previous videoconferencing session with CSLC
ROVIO PILOT TEST: CONCLUSIONS
The technology works as intended and allows for meaningful interaction with native speakers
The affective and communicative benefits of Rovio are interesting but the ability to move about and initiate interactions in a manner similar to authentic communication is rather groundbreaking
Although significantly more research is certainly needed in order to properly evaluate the usefulness of Rovio for foreign language learning, these initial findings are very promising
FUTURE INQUIRIES: BOTH STUDIES
Significantly more research is needed to evaluate both of these new technologies and their place within language teaching
In particular, a task-based approach to such interactions should be investigated—without reducing the student-driven nature of these interactions
Any evaluation of these technologies should demonstrate clear learning gains in light of the financial and resource costs involved
THANK YOU FOR LISTENING…
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