Regine Hampel|Ursula Stickler
The use of videoconferencing to support multimodal interaction in an online language classroom
The Open University|The Open University
abstract introduction virtual learning environments made new tools available potential support learner communication interaction thus aiding second language acquisition psycholinguistic sociocultural point view article focuses use videoconferencing context larger exploratory study find interaction influenced affordances environment taking mainly qualitative approach authors analysed written spoken interaction recorded videoconferencing sessions alongside examining quantitative data reveal participation patterns exploring language learning interaction synchronous online medium allows us show process mediated interaction experts peers well artefacts used eg technology learners use combine multiple modes make meaning findings illustrate online videoconferencing environment multiple modalities used language teaching teachers learners adapt multimodal online environment new patterns communication emerge process