Negotiation of meaning and comprehension in audio and videoconferencing: A mixed methods study

Barley, Natalia

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https://hdl.handle.net/2142/109590 Copy

Description

Title

Negotiation of meaning and comprehension in audio and videoconferencing: A mixed methods study

Author(s)

Barley, Natalia

Issue Date

2020-11-23

Director of Research (if dissertation) or Advisor (if thesis)

Cope, William

Doctoral Committee Chair(s)

• Cope, William
• Kalantzis, Mary

Committee Member(s)

• Pak, Yoon
• Montebello, Matthew

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• video conferencing
• audio conferencing
• language learning
• interaction
• negotiation of meaning
• listening comprehension
• computer-mediated communication

Abstract

The purpose of this study is to examine the effects of audio- and videoconferencing on intermediate-level Russian language learners’ interaction with a native speaker, specifically in the context of 1) negotiation of meaning, 2) rates of comprehension, and 3) learners’ perceptions of interaction. The research is grounded in the theoretical framework of interaction hypothesis and the sociocultural approach. Initial findings indicate that learners actively and successfully negotiate for meaning both in audio- and videoconferencing with no statistically significant differences in the number of negotiation routines and comprehension rates. The structure of negotiated interaction, quantity, and redundancy of input also revealed many similarities between the two conditions. The notable characteristic of interaction in videoconferencing is observed in the use of non-verbal responses by both native and non-native Russian speakers during most stages of a negotiation routine. Focus group interviews and questionnaires reveal starkly divided learner views on audio- and videoconferencing. Learners differ in their perceptions of not only the socio-affective but also the pedagogical benefits and drawbacks of each mode. The study assesses the potential benefits and drawbacks of each condition as a platform for language learner interaction. Areas of future research in the use of audio- and videoconferencing are suggested.

Graduation Semester

2020-12

Type of Resource

Thesis

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http://hdl.handle.net/2142/109590

Copyright and License Information

Copyright 2020 Natalia Barley

Owning Collections