Discoveries and Dialogues: Online Exchanges in Foreign Language Learning
Découvertes et dialogues : Échanges en-ligne dans l’apprentissage des langues
Published on Friday, June 21, 2024
Abstract
The objective of this study day is to bring together experts in language teaching and learning to analyze the role of online interactions and exchanges in language learning. Foreign language learning has long been thought to be unique in the field of education, because of its inherently social nature ; indeed, mastering a language requires using it for communication.
Announcement
Argument
The objective of this study day is to bring together experts in language teaching and learning to analyze the role of online interactions and exchanges in language learning. Foreign language learning has long been thought to be unique in the field of education, because of its inherently social nature ; indeed, mastering a language requires using it for communication.
In the classroom, interactive oral activities have been shown to offer numerous benefits to learners, including a reduced level of speaking anxiety (Develotte et al, 2008), greater engagement and motivation (Caon, 2012 ; Klimova, 2011), and the potential to develop greater learner autonomy (Little, 1991). Online spaces have made it possible to multiply the opportunities for language practice by connecting learners across the world. This in turn allows them to develop key language skills and broaden their cultural knowledge (De Martino, 2020 ; Schug & Simon, 2023).
Of course, in the online space, interactions take on a whole new meaning. While definitions of interaction specifically describe exchanges between the learners with similar backgrounds (see Manoïlov, 2019), other recent research has expanded the concept. Learners may interact with tutors or teachers in the context of online courses (Chakowa, 2019), course content and other users in flipped classrooms (Aydin, 2021 ; Hernández Nanclares & Pérez Rodríguez, 2015), students who speak other languages in language exchanges (De Martino, 2020), students with a common foreign language in a lingua franca context (Schug & Simon, 2023), video game players in other countries (Winaldo & Octaviani, 2022), or even online chatbots (Tahir & Tahir, 2023).
The goal of this study day is therefore to explore these different types of online interactions and their impact on the language learning experience. Possibilities for presentation topics include, but are not limited to :
- Theoretical presentations or position papers offering a clear framework for encouraging interaction in online spaces
- Case studies or teacher reports on innovative strategies or tools for encouraging interaction in online spaces
- Empirical studies on students’ experiences with online interactions (their impact on language learning, motivation, self-efficacy…)
Submission guidelines
Please submit a 250 word abstract (in English or French), along with 3-5 keywords, and an indicative bibliography to the following email address : dschug@parisnanterre.fr
by September 20th, 2024
All submissions must be in PDF format.
Presentations will be 20 minutes each, followed by 10 minutes of questions/answers with the audience.
Organizing committee
- Daniel Schug (Université Paris Nanterre)
- Shin-Tae Kang (INALCO)
- Jing Guo (INALCO)
- Ivan Smilauer (INALCO)
Scientific committee
- Jing Guo, Maîtresse de Conférences (INALCO)
- Shin-Tae Kang, Maître de Conférence (INALCO)
- Ivan Smilauer, Maître de Conférences (INALCO)
- Thomas Szende, Professeur des Universités (INALCO)
- George Alao, Professeur des Universités (INALCO)
- Daniel Schug, Maître de Conférences (Université Paris Nanterre)
- Pascale Manoïlov, Maîtresse de Conférences (Université Paris Nanterre)
- Loulou Kosmala, ATER (Université Paris Nanterre)
Bibliography
Aydin, B. (2021). Determining the effect of student-content interaction, instructor-student interaction and student-student interaction on online education satisfaction level. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 4, pp. 1–9). USF M3 Publishing. https://www.doi.org/10.5038/9781955833042
Balboni, P. (2007). Operational models for language education. Perugia, Italy : Guerra Edizione.
Caon, F. (2012). Aimes-tu le français ? Venice, Italy : Edizioni Ca’ Foscari - Digital Publishing.
Chakowa, J. (2019). Engaging with peers, mentors and native speakers as language learning partners in an online environment. Alsic, 22(2). DOI : https://doi.org/10.4000/alsic.3864
De Martino, S. (2020). The “Bologna–München” tandem : Experiencing interculturality inside and outside the foreign language classroom. Recherche et Pratiques Pédagogiques en Langues de Spécialité, 39(1). Retrieved from : http://journals.openedition.org/apliut/7479.
Develotte, C., Guichon, N. & Kern, R. (2008). "Allo Berkeley ? Ici Lyon… Vous nous voyez bien ?" Étude d’un dispositif de formation en ligne synchrone franco-américain à travers les discours de ses usagers. Alsic, 11(2). Retrieved from : https://journals.openedition.org/alsic/892.
Dhany Winaldo, M. & Octaviani, L. (2022). The influence of video games on the acquisition of English language. Journal of English Language Teaching and Learning, 3(2), 21-26.
Fahim, M. & Haghani, M. (2012). Sociocultural perspectives on foreign language learning. Journal of Language Teaching and Research, 3(4), 693-699. DOI :10.4304/jltr.3.4.693-699.
Hernández Nanclares, N. & Pérez Rodríguez, M. (2015). Students’ satisfaction with a blended instructional design : The potential of a “flipped classroom” in higher education. Journal of Interactive Media in Higher Education, 1(4), 1-12.
Klimova, B. (2011). Motivation for learning English at the university level. Procedia social and behavioral sciences, 15, 2599-2603.
Little, D. (1991). Definitions, issues and problems. Learner Autonomy. Dublin, Ireland : Authentik Language Learning Resources Ltd.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie, & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). New York : Academic Press.
Manoïlov, P. (2019). Interaction orale et coopération : un apprentissage interdépendant. Linx, 79. DOI : https://doi.org/10.4000/linx.3784.
Schug, D. & Simon K. (2023). Analyzing the impact of e-tandems on students’ experiences with foreign language anxiety. In Fekete, A., K. Farkas, K. Simon, & R. Lugossy (Eds), UPRT : Empirical Studies in English Applied Linguistics (pp. 90-112). Lingua Franca Csoport.
Swain, M. (2000). The output hypothesis and beyond : Mediating acquisition through collaborative dialogue. In J. Lantolf (ed.), Sociocultural Theory and Second Language Learning (pp. 97–114). Oxford : Oxford University Press.
Tahir, A. & Tahir, A. (2023). AI-Driven advancements in ESL learner autonomy : Investigating student attitudes towards virtual assistant usability. Linguistic Forum, 5(2), 50-56. http://doi.org/10.53057/linfo/2023.5.2.8.
Wang, F. (2008). Motivation and English achievement : An exploratory and confirmatory factor analysis of a new measurement for Chinese students of English learning. North American Journal of Psychology, 10(3), 633-646.
Subjects
- Language (Main category)
- Mind and language > Language > Linguistics
- Mind and language > Education > Educational sciences
Places
- INALCO
Paris, France (75013)
Event attendance modalities
Full on-site event
Date(s)
- Friday, September 20, 2024
Attached files
Keywords
- virtual exchange, language learning
Contact(s)
- Shin-Tae Kang
courriel : shintae [dot] kang [at] inalco [dot] fr - Jing Guo
courriel : jing [dot] guo [at] inalco [dot] fr - Ivan Smilauer
courriel : ivan [dot] smilauer [at] inalco [dot] fr
Reference Urls
Information source
- Daniel Schug
courriel : dschug [at] parisnanterre [dot] fr
License
This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.
To cite this announcement
« Discoveries and Dialogues: Online Exchanges in Foreign Language Learning », Call for papers, Calenda, Published on Friday, June 21, 2024, https://doi.org/10.58079/11v8n
