Autonomous Learners'

Communication in Practice:

Eric HagleyMuroran Institute of Technologyhagley@mmm.muroran-it.ac.jp

Single and Dual Language

Virtual Exchange

Korea Association of

Multi-media Assisted Language Learning -

2014 Annual Conference

Educational goals in participating countriesPedagogical basis underpinning international online exchangesModality & ToolsDual language Online ExchangesSingle Language Online ExchangesExamples of exchange activitiesOutcomes : benefits of online exchangesTips for implementation of dual language tele-collaboration activitiesFuture study

students with a global

perspective

RMIT Melbourne

Muroran Institute

of TechnologyNotre Dame High

School (LA)

SENA Colombia

Hanoi Architectural

University

大学教育のグローバル化のための体制整備を推進する

文部科学省

4 broad categories as Generic learning outcomes:

fundamental skills

people skills

thinking skills

personal skills.

RMIT graduate attributes

“Global in outlook & competence,

culturally & socially aware”

アメリカ外国語教育指針

ナショナルスタンダード(National Standards)

5Cs

Communication

Cultures

Connections

Comparisons

Communities

The pedagogical background

Vygotsky (1962) Learners accomplish more in cooperation with

others

Long (1996) Negotiation of meaning facilitates acquisition

Byram, M. (1997) Intercultural competence: the ability to see

relationships in different cultures

Warschauer (1997) Computer Mediated Communication (CMC) ways

to link learners

Chappelle (2004) CMC tasks: learning through language practice

Cziko, (2004) eTandem learning - learning occurs when two

learners of different native languages work together to help each

other learn the other language electronically

Others examples are apparent, recently Bower & Kawaguchi

(2011)

Intent projects’

draft paper

Intent projects’

final paper

Why the change?

WHAT DO WE EXCHANGE?

between

information

ideas

data

views

reaction

values

risk

energy

relationship

Recap

Virtual exchanges are technology-enabled, sustained, people to people education programs. These entail the engagement of groups

Able to create authentic interactions.

learner involvement– engaging learners

to share responsibility for the learning

process (the affective and the

metacognitive dimensions);

learner reflection– helping learners to

think critically when they plan, monitor

and evaluate their learning (the

metacognitive dimensions);

appropriate target language use – using

the target language as the principal

medium of language learning (the

communicative and the metacognitive

dimensions). (Little, D., 2006)

Virtual exchange is growing!

A MODEL FOR

AUTONOMOUS LANGUAGE

LEARNINGMODALITY & TOOLS

Synchcronous / Asynchronous text, video and

audio

Moodle / Skype

Single & Dual Language Virtual Exchange

Examples from the

course

Let’s cross now to our

reporter online in the

course.

Outcomes: benefits of single

and dual language virtual

exchange

Language acquisition outcomes :

Learner involvement - Increased input and output with statistics to

prove it!

Motivation outcomes - target language is the

principle medium

Cultural acclimatization

Personal development - learner reflection

Built the environment and modeled the

behavior

Keys for Successful

Online Exchanges

Frequent communication between instructors

Share basic teaching philosophy and objectives

Monitor students’ activities and give constant encouragement

Integrate exchange into the curriculum

Develop ways of incorporating exchange into assessment -intrinsic and extrinsic motivation

An understanding of the technology to be used

Get involved!

Find a partner

Decide: time frame, topics, assessment methods etc

Encourage active participation

REFERENCES

Bower, J. & Kawaguchi, S. (2011). Negotiation of meaning and corrective feedback in Japanese/English e-Tandem. Language

Learning & Technology, 15(1), 41-71.

Byram, M. (1997), Teaching and Assessing Intercultural Communicative Competence. Clevedon, Multilingual Matters.

Chapelle, C. (2004). Hints About CALL Use From Research. Proceedings of CLaSIC 2004: Current Perspectives and Future

Directions in Foreign Language Teaching and Learning, 114-120.

Cziko, G. A. (2004). Electronic tandem language learning (eTandem): A third approach to second language learning for the 21st

century. CALICO Journal, 22, 25-39.

Hagley, E. (2014). Moodle as a Conduit for International Telecollaboration, Moodle Moot Japan 2014 Proceedings, 13-16.

Hagley, E. (2014). Collaborative and Cooperative Online Language Exchanges, Journal of Language and Culture of Hokkaido, 12,

43-50,

Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook

of research on second language acquisition, 413-468. New York: Academic Press.

Swain, M. (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In

Gass, S. and Madden, C. (Eds.), Input in Second Language Acquisition, 235-256. New York: Newbury House.

Vygotsky, L. S. (1962). Thought and language. Cambridge: MIT Press.

Warschauer, M. (1997). Computer-Mediated Collaborative Learning: Theory and Practice. Modern Language Journal, 81(3), pp. 470

– 481.