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Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions toward English as an international language (EIL)

ReCALL (Cambridge, England), 2018-09, Vol.30 (3), p.319-336 [Peer Reviewed Journal]

European Association for Computer Assisted Language Learning 2017 ;ISSN: 0958-3440 ;EISSN: 1474-0109 ;DOI: 10.1017/S095834401700026X

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Title:
Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions toward English as an international language (EIL)
Author: Lee, Ju Seong ; Nakamura, Yuji ; Sadler, Randall
Subjects: Classrooms ; College Students ; Colleges & universities ; Computer assisted language learning ; Educational Environment ; Educational technology ; Elementary School Students ; English (Second Language) ; English as a second language instruction ; English as a second language learning ; English as an international language ; Foreign Countries ; Interactive learning ; Japanese language ; Learning environment ; Multicultural Education ; Pedagogy ; Positive Attitudes ; Regular papers ; Second Language Instruction ; Second Language Learning ; Student Attitudes ; Teaching ; Teaching Methods ; Theory Practice Relationship ; Undergraduate Students ; Video conferencing ; Video teleconferencing ; Videoconferencing ; Virtual communities
Is Part Of: ReCALL (Cambridge, England), 2018-09, Vol.30 (3), p.319-336
Description: Despite the accumulated body of research on teaching English as an international language (EIL), few have offered a detailed overview of how to implement an EIL classroom, and still fewer empirical studies have been conducted. Twenty-one university students at a Japanese university participated in the study in the spring semester of 2015. The videoconference-embedded classroom (VEC) as an instructional intervention was implemented for 14 weeks: (1) pre-videoconference task (i.e. reading and presenting/discussing EIL issues) (11 weeks), (2) during-videoconference task (i.e. interacting online with EIL experts from three circle countries) (2 weeks), and (3) post-videoconference task (i.e. writing/presenting the final term paper on EIL issues) (1 week). Using a mixed research method consisting of a questionnaire, post-course class evaluations in spring 2014 (without VEC) and spring 2015 (with VEC), and in-class observations, VEC was found to have important pedagogical benefits as it created an interactive learning environment and deepened the understanding of the EIL content. Additionally, 81% of the participants had positive perceptions of EIL. Pedagogically, practitioners can implement EIL ideas using VEC pedagogy at the instructional level. Theoretically, it can also add new empirical findings to the field, which may help bridge a discrepancy between theory and practice.
Publisher: Cambridge, UK: Cambridge University Press
Language: English
Identifier: ISSN: 0958-3440
EISSN: 1474-0109
DOI: 10.1017/S095834401700026X
Source: ProQuest One Psychology
Education Resources Information Center (ERIC)
AUTh Library subscriptions: ProQuest Central

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Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions toward English as an international language (EIL)

European Association for Computer Assisted Language Learning 2017 ;ISSN: 0958-3440 ;EISSN: 1474-0109 ;DOI: 10.1017/S095834401700026X

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