Technology as a mediating tool: videoconferencing, L2 learning, and learner autonomy

Abstract

This study qualitatively and quantitatively investigated synchronous (real-time) computer-mediated communication (SCMC), via Zoom (https://zoom.us) videoconferencing, to explore second language (L2) learning and learner autonomy. Twenty-five L2 Spanish participants (n = 25) from the same university utilized SCMC over a 6-week implementation period. Utilizing Little’s (1991) pedagogical principles of autonomous learning, as noted in parentheses, participants were randomly assigned to 2–3 member groups of the same class level to synchronously meet weekly (learner engagement), discuss course-related topics in Spanish (use of the L2), and complete surveys with Likert-scale questions (reflection). By using patterns that emerged from the data, the researcher contextualized the use of the L2 and learner engagement principles (Little, 1991) into the three main categories of Grammar, Interaction, and Weeklyto code transcribed Zoom sessions via NVivo. Coding results, as well as significant average differences between pre- and post-surveys, revealed that Zoom was an effective tool that can be used by participants for SCMC course-related activities to develop learner autonomy and create an authentic language experience. Results also showed that interaction and engagement were dependent on language level and SCMC among peers from the same university was a valuable tool for L2 learning and teaching.

Keywords:

• Synchronous computer-mediated communication
• learner autonomy
• videoconferencing
• L2 learning
• L2 teaching

Acknowledgments

In carrying out this study, the author received assistance from the following research assistants, who deserve her thanks: Adam Dabrowski, Ivy Donahue, Elizabeth A. R. Hall, Kathleen Moskowitz, Boukary Ouedraogo, Sara Rubin, and Jamison Wezelis.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1 Prior to a name change due to marriage, the author used her maiden name, Bohinski, for publications.

2 Twenty-three out of the 25 participants completed both pre- and post-surveys.

Additional information

Notes on contributors

Chesla Ann Lenkaitis

Chesla Ann Lenkaitis (Bohinski) received her PhD from Temple University (Philadelphia, Pennsylvania, USA) and is an assistant professor of Spanish at Binghamton University (Binghamton, New York, USA). Lenkaitis is the language coordinator of the Department of Romance Languages' introductory and intermediate language program. She is also the Department of Teaching, Learning, and Education Leadership's program coordinator of the Master of Arts in Teaching in French and Spanish Adolescence Education. Her research interests include identifying the most effective ways to learn and teach a second language (L2) and examining technology integration into the L2 classroom, more specifically telecollaboration. Prior to working at Binghamton University, Lenkaitis was a public high school Spanish teacher for eight years. With this experience combined with her doctoral work, she dedicates herself not only to teaching Spanish, but also to helping present and future educators.