Native

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Native non-native speaker interactions through
video web communication and Second Life a clue
for enhancing motivation?

• Kristi Jauregi, Rick de Graaff, Sterre Krooshof,
  Huub van den Bergh Silvia Canto
• Utrecht University

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Structure

• Introduction to NIFLAR
• Results research on impact of video web
  communication on motivation
• Experiences with virtual worlds
• Conclusions

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Background to NIFLAR

• Europeans language skills far from being optimal
  (EUDICE, ELISE, CILT)
• Limitations in FLL teaching contexts
• FLL gt teacher, book and grammar oriented
• Scarce opportunities for FL learners to engage
  in meaningful interaction with native peers
• Low motivation, low levels of achievement,
  possible drop outs (Final Report High Level Group
  of Multilingualism, 2007)
• Intercultural awareness insufficiently addressed
  (Lace Report, 2007)
• ICT underused (ICT-Impact Report, 2006)

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NIFLAR

• Time span 1 January 2009 31 December 2010
• Lifelong Learning Programme
• Partners Universities of
• Utrecht in the Netherlands
• Granada and Valencia in Spain
• Coimbra in Portugal
• Palacky in Olomouc the Czech Republic,
• Nevsky and Novosibirsk in Russia
• Concepción in Chile
• TELL Consult (Netherlands)
• 2 secondary schools, in Spain and The Netherlands
• Coordination Utrecht University
• Target languages Dutch, Portuguese, Russian
  Spanish

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Main objective of NIFLAR

• To enrich and innovate academic programs of
  foreign languages and make them more rewarding
  and relevant ?enhance motivation
• Using two virtual environments
• Video web communication (Adobe Connect)
• 3D Virtual Worlds (Second Life / Open SIM)
• Two target groups
• FL learners at secondary and tertiary levels
• Pre- (in) service teachers

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Adobe connect
Second Life
Open Sim
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Actions to enhance motivation of FLls in NIFLAR
(1)

1. Enriching the context of FLL putting the learner
   (Tudor, 1996) and interaction (van Lier, 1996) at
   the heart of the learning process.
2. Providing challenging and innovative learning
   environments (video-web communication and 3D
   virtual worlds, which facilitate synchronous
   (native-non-native) speaker interaction (Jauregi
   Bañados, 2008 2010).
3. Promoting collaborative networked learning
   (Warschauer 1997) and action learning (Molka
   Danielsen Deutschmann, 2009).

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Actions to enhance motivation of FLls in NIFLAR
(2)

1. Favouring experiences of enjoyment and success
   (interaction with native peers, participation in
   simulated target language culturally relevant
   contexts and events through relevant tasks).
2. Enhancing the learners willingness to
   communicate (MacIntyre et al. 2001)
3. Supporting authenticity of learning by favouring
   Integrative motivation (learner's positive
   attitudes towards the target language group and
   the desire to integrate into the target language
   community) (Gardner, 1985) Dörnyei Csizér,
   2005).

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NIFLAR stimulates positive intercultural contacts
respecting conditions reported to be essential
in successful exchanges (Dörnyei Csizér, 2005)

• equal status between the individuals/groups
  within the contact situation
• shared pursuit of common goals
• perception of common interests
• intergroup cooperation
• authority support
• friendship potential
• possibility to share and empathize with others.

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Actions to enhance motivation in NIFLAR (3)

• Developing tasks, which require active
  participation with peers and dynamic
  communication exchanges and which involve a
  combination of entertainment, leisure, game as
  meaningful ways of learning the target language
  and its culture (High Level Group of
  Multilingualism, 2007).
• For the pre-service teachers providing
  opportunities to interact with 'real' foreign
  language learners, to be engaged in task design
  and action research.

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Task design principles for ICC in VWC VW

• Communicative competence in L2 acquisition
  (Willis, 1996 Doughty Long, 2003 Ellis, 2003
  Moonen, 2007 Long, 2009)
• Intercultural competence in L2 acquisition(Byram,
  1997 Müller-Jacquier, 2003 Zarate et al 2004)
• The application of VWC and VW in L2 acquisition
  (Jauregi Bañados, 2008 Deutschmann, Panichi
  Molka, 2009 Hauck, 2010)

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The impact of video web communication on
motivation

• Research questions
• Does native non-native speaker interaction
  through VWC affect motivation?
• Is this effect different for lower vs. higher
  proficiency level language learners?

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Participants and procedure

• 36 Czech students of Dutch L2 (A2 B1)
• 35 Dutch student teachers
• 3 VWC sessions during a 10 weeks course
• Weekly questionnaires on willingness to
  communicate

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Examples of video-web communicationFirst
Second
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My competence in the TL is sufficient to
communicate with native speech partners
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Because of my positive attitude I can communicate
well with native speech partners
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I like speaking to native speakers in the target
language
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I can explain myself well in the target language
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I understand (almost) everything when
communicating with my native speech partner
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I enjoy the language course this semester
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I get worried when I make mistakes when
interacting in the target language
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Evaluating experiences FLl learning
process TLDutch // N 25
Questions over the FL learners learning process (1 disagree 5 agree) T (UU) N25 Mean StDev T (UU) N25 Mean StDev FL (PU) N25 Mean StDev FL (PU) N25 Mean StDev
38 a. They/I have learned to talk more fluently 4,0 0,7 3,5 0,9
38 b. They/I became more confident talking in the TL 4,1 0,7 4,0 0,4
38 c. They/I became more aware of cultural contrasts similarities 3,7 0,9 3,2 1,3
38 d. They/I have learned new words 3,7 0,6 3,2 0,7
38 e. They/I can talk more accurately 3,0 0,6 2,6 1,7
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Experiences with Second Life

• February April 2010
• Part of a bigger research study (2 exper. gr 1
  cotrl gr)
• TL Spanish, B1
• Participants 14 FLls (UU) 7 pre-service
  teachers (UV)
• Interaction formats trios
• Tutorials 5 interaction sessions (1-2 hours)
• Tasks integrated in academic curricula
  (obligatory for FLls)
• Data recordings, pre-mid- and post-questionnaires
  , interviews

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Tasks in Second Life
Task 1
Task 2
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Task 3
Task 4
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Task 5
Example in Second Life
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Results post-questionnairesThe environment
X 3,64 N14)
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Results post-questionnairesTasks
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Results post-questionnaires speech partner
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Results post-questionnaires learning
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Results post-questionnaires learning
To talk more fluently
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ConclusionsThe added value of integrating
virtual interaction in education

• Challenging, motivating and innovative learning
  environments.
• Offer opportunities for real-life and virtual
  synchronous communication with native speakers of
  the target language.
• Rich linguistic and intercultural learning
  sequences emerge.
• Collaborative learning and learner autonomy are
  enhanced.
• They favour experiences of enjoyment and success.
  
• Support authenticity of learning by favouring
  Integrative motivation.
• Significant impact of VWC and SL tasks on
  willingness to communicate.
• Impact on motivation in VWC was greater with
  lower level (A2) than with higher level (B1)
  students proficiency effect or novelty effect?
• Intersubjectivity and social empathy are
  enhanced participants do not just carry out
  pedagogical tasks together but work also to
  create intersubjectivity and friendship.

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