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

Published online by Cambridge University Press:  02 October 2017

Ju Seong Lee ,
Yuji Nakamura  and
Randall Sadler
Ju Seong Lee
Affiliation:
University of Illinois at Urbana-Champaign, USA, (email: jlee682@illinois.edu)
Yuji Nakamura
Affiliation:
Keio University, Japan, (email: nkyj@flet.keio.ac.jp)
Randall Sadler
Affiliation:
University of Illinois at Urbana-Champaign, USA, (email: rsadler@illinois.edu)
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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.

Keywords

English as an international language (EIL)expanding circlecomputer-assisted language learning (CALL)videoconference-embedded classroom (VEC)learners’ EIL perceptionsEIL instruction
Type
Regular papers
Information
ReCALL , Volume 30 , Issue 3 , September 2018 , pp. 319 - 336
Copyright
© European Association for Computer Assisted Language Learning 2017 

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