Learner interaction in virtual learning scenarios for primary EFL

• Main Authors: Whyte, Shona, Wigham, Ciara R., Younes, Nathalie, Redondo, Cécile
• Other Authors: Bases, Corpus, Langage (UMR 7320 - UCA / CNRS) (BCL), Université Nice Sophia Antipolis (1965 - 2019) (UNS), COMUE Université Côte d'Azur (2015-2019) (COMUE UCA)-COMUE Université Côte d'Azur (2015-2019) (COMUE UCA)-Centre National de la Recherche Scientifique (CNRS)-Université Côte d'Azur (UCA), Activité, Connaissance, Transmission, éducation (ACTé ), Université Clermont Auvergne (UCA), The digital thematic groups (GTnum), led by university research laboratories and other public operators, are coordinated by the office of support for digital innovation and applied research of the Direction of Digital Education (subdirection of digital transformation—TN2 office) of the Ministry of National Education, Youth and Sports (grant number 2103081117). The GTnum’s objective is to make available to educational teams, in an accessible and open way, state-of-the-art research on some major themes related to digital education., GTNum RAVEL
• Format: Conference Object
• Language: English
• Published: HAL CCSD 2022
• Subjects: young learners; EFL; L2 exchanges; telecollaboration; videoconferencing; TBLT; learning scenarios; [SHS.LANGUE]Humanities and Social Sciences/Linguistics; [SHS.EDU]Humanities and Social Sciences/Education; Milton; Sadler; Iceland
• Online Access: https://hal.archives-ouvertes.fr/hal-03788663

International audience Live oral exchange via videoconferencing (VC) is known to offer useful affordances for second language (L2) learning in a range of pedagogical contexts, but presents particular challenges for young learners in school settings (Dooly & O’Dowd 2018, Dooly & Sadler 2016). Learning scenarios must “contrive a situation where young learners can use what language they have in a realistic, meaningful and communicative way” while ensuring they “are not frequently exposed to language they cannot understand” (Milton & Garbi 2000: 287). In VC interaction, the goal is thus to accommodate learners’ “restricted linguistic resources and capabilities […] while still providing opportunities for authentic target language use” (Whyte & Cutrim Schmid 2018: 345). Previous research suggests a number of techno-pedagogical factors which are conducive to productive L2 exchanges with young learners, including careful sequencing of learning activities, short task-based sessions with small groups, and support for teachers in their own classroom context (Cutrim Schmid & Whyte, 2015). The present study seeks to implement these recommendations with eight primary teachers in France and Spain working in tandem exchanges on four implementations of two different virtual learning scenarios. As part of a nationally funded project on technology for L2 English in the primary school context, researchers supported the teachers through the conception of activities in their chosen teaching unit and classroom implementations. Audio, video and screen-recorded data were collected during both phases and supplemented by questionnaires and interviews with learners and teachers. The research questions are a) to what extent are young learners able to co-construct meaningful interactions in different VC tasks and b) what light is shed on these interactions by including learner and teacher perspectives? The presentation will focus on analyses of primary interactional data, providing new information about learner ...