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

Ju Seong LEE, Yuji NAKAMURA, Randall SADLER

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

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. Copyright © 2018 European Association for Computer Assisted Language Learning.
Original languageEnglish
Pages (from-to)319-336
JournalReCALL
Volume30
Issue number3
Early online dateOct 2017
DOIs
Publication statusPublished - Sep 2018

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classroom
language
Teaching
Students
university
semester
research method
learning environment
English as an International Language
Learner Perceptions
expert
questionnaire
evaluation
student

Bibliographical note

Lee, J. S., Nakamura, Y., & Sadler, R. (2018). Effects of videoconference-embedded classrooms (VEC) on learners' perceptions toward English as an international language (EIL). ReCALL, 30(3), 319-336. doi: 10.1017/S095834401700026X

Keywords

  • English as an international language (EIL)
  • Expanding circle
  • Computer-assisted language learning (CALL)
  • Videoconference-embedded classroom (VEC)
  • Learners' EIL perceptions
  • EIL instruction