Negotiated interactions in cross-cultural video-mediated virtual exchanges

References

• Akiyama, Y. (2014). Using skype to focus on form in Japanese telecollaboration: Lexical categories as a new task variable. In S. Li & P. Swanson (Eds.), Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes (pp.181–209). IGI Global. https://doi.org/10.4018/978-1-4666-6174-5.ch009
   Google Scholar
• Akiyama, Y. (2017). Learner beliefs and corrective feedback in telecollaboration: A longitudinal investigation. System, 64, 58–73. https://doi.org/10.1016/j.system.2016.12.007
   Google Scholar
• Barr, D. J., Levy, R., Scheepers, C., & Tily, H. J. (2013). Random effects structure for confirmatory hypothesis testing: Keep it maximal. Journal of Memory and Language, 68(3), 255–278. https://doi.org/10.1016/j.jml.2012.11.001
   Google Scholar
• Colpaert, J. (2020). Editorial position paper: How virtual is your research? Computer Assisted Language Learning, 33(7), 653–664. https://doi.org/10.1080/09588221.2021.1902201
   Google Scholar
• Coverdale-Jones, T. (2000). The use of video-conferencing as a communication tool for language learning. The IALL Journal of Language Learning Technologies, 32(1), 27–40. https://doi.org/10.17161/iallt.v32i1.8308
   Google Scholar
• Echevarría, M. (2019). A comparative analysis of two online videoconferencing initiatives for conversational practice with native speakers. In M.L. Carrió-Pastor (Ed.), Teaching Language and Teaching Literature in Virtual Environments (pp.163–179). Springer. https://doi.org/10.1007/978-981-13-1358-5_9
   Google Scholar
• Glisan, G., Dudt, K., & Howe, M. (1998). Teaching Spanish through distance education: Implications of a pilot study. Foreign Language Annals, 31(1), 48–66. https://doi.org/10.1111/j.1944-9720.1998.tb01332.x
   Google Scholar
• Goddard, J. (1995). Perspectives on videoconferencing [Paper presentation].ASCILITE 95 − learning with technology. Melbourne: Twelfth annual conference of the australian society for computers in learning tertiary education.
   Google Scholar
• Guichon, N., Bétrancourt, M., & Prié, Y. (2012). Managing written and oral negative feedback in a synchronous online teaching situation. Computer Assisted Language Learning, 25(2), 181–197. https://doi.org/10.1080/09588221.2011.636054
   Google Scholar
• Hamilton, L. C. (2013). Statistics with Stata: Updated for version 12. Cengage Learning.
   Google Scholar
• Kessler, M., Loewen, S., & Trego, D. (2023). Synchronous VCMC with TalkAbroad: Exploring noticing, transcription, and learner perceptions in Spanish foreign language pedagogy. Language Teaching Research, 27(3), 642–659. https://doi.org/10.1177/1362168820954456
   Google Scholar
• Kopf, M. (2012). Negotiation of meaning in video-conferencing: The potential of online chats for student interactions. The New Zealand Language Teacher, 38, 60–71.
   Google Scholar
• Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Longman.
   Google Scholar
• Lee, L. (2007). Fostering second language oral communication through constructivist interaction in desktop videoconferencing. Foreign Language Annals, 40(4), 635–649. https://doi.org/10.1111/j.1944-9720.2007.tb02885.x
   Google Scholar
• Linck, J., & Cunnings, I. (2015). The utility and application of mixed-effects models in second language research. Language Learning, 65(1), 185–207. https://doi.org/10.1111/lang.12117
   Google Scholar
• Loewen, S. (2005). Incidental focus on form and second language learning. Studies in Second Language Acquistion, 27(3), 361–386. https://doi.org/10.1017/S0272263105050163
   Google Scholar
• Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), 126–141. https://doi.org/10.1093/applin/4.2.126
   Google Scholar
• Long, M. H. (1996). The role of linguistic environment in second language acquisition. In Ritchie, W., & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press. https://doi.org/10.1016/B978-012589042-7/50015-3
   Google Scholar
• Lyster, R. (2002). The importance of differentiating negotiation of form and meaning in classroom interaction. In P. Burmeister, T. Piske, A. Rohde (Eds.), An Integrated View of Language Development: Papers in Honor of Henning Wode (pp.381–397). Wissenschaftlicher Verlag.
   Google Scholar
• Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19(1), 37–66. https://doi.org/10.1017/S0272263197001034
   Google Scholar
• McAndrew, P., Foubister, S. P., & Mayes, T. (1996). Videoconferencing in a language learning application. Interacting with Computers, 8(2), 207–217. https://doi.org/10.1016/0953-5438(96)01028-4
   Google Scholar
• Monteiro, K. (2014). An experimental study of corrective feedback during video-conferencing. Language Learning & Technology, 18(3), 56–79. http://dx.doi.org/10125/44384
   Google Scholar
• O’Dowd, R. (2000). Intercultural learning via videoconferencing: A pilot exchange project. ReCALL, 12(1), 49–61. https://doi.org/10.1017/S0958344000000616
   Google Scholar
• O’Dowd, R. (2011). Intercultural communicative competence through telecollaboration. In The Routledge Handbook of Language and Intercultural Communication (pp. 342–358). Routledge.
   Google Scholar
• O’Dowd, R. (2018). From telecollaboration to virtual exchange: State-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 1–23. https://doi.org/10.14705/rpnet.2018.jve.1
   Google Scholar
• O’Dowd, R. (2021). Virtual exchange: Moving forward into the next decade. Computer Assisted Language Learning, 34(3), 209–224. https://doi.org/10.1080/09588221.2021.1902201
   Google Scholar
• O’Dowd, R., & Lewis, T. (2016). Online intercultural exchange: Policy, pedagogy, practice. Routledge.
   Google Scholar
• Saito, K., & Akiyama, Y. (2017). Video-based interaction, negotiation for comprehensibility, and second language speech learning: A longitudinal study. Language Learning, 67(1), 43–74. https://doi.org/10.1111/lang.12184
   Google Scholar
• Sama, C. M., & Wu, Y. (2019). Integrating “Talk Abroad” into an intermediate foreign language course: Building learner autonomy and engagement through video conversations with native speakers. In M.L. Carrió-Pastor (Ed.), Teaching Language and Teaching Literature in Virtual Environments (pp.163–179). Springer.
   Google Scholar
• Schmidt, R. W., & Frota, S. N. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In R.R. Day (Ed.), Talking to Learn: Conversation in Second Language Acquisition (pp. 237–319). Newbury House.
   Google Scholar
• Seedhouse, P. (2004). The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Blackwell.
   Google Scholar
• Smith, B. (2010). Employing eye-tracking technology in researching the effectiveness of recasts in CMC. In F.M. Hult (Ed.), Directions and Prospects for Educational Linguistics.(pp. 79–97). Springer. https://doi.org/10.1007/978-90-481-9136-9_6
   Google Scholar
• Swain, M. (1985). Communicative competence: Some roles of comprehensible and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in Second Language Acquisition (pp. 235–253). Newbury.
   Google Scholar
• Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J.P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning (pp. 97–114). Oxford University Press.
   Google Scholar
• Swain, M. (2017). Comprehension, output, and the creation of learner systems. In S. Gass (Ed.), Input, Interaction, and the Second Language Learner (pp. 134–149). Routledge.
   Google Scholar
• Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371–391. https://doi.org/10.1093/applin/16.3.371
   Google Scholar
• Tecedor, M., & Vasseur, R. (2020). Videoconferencing and the development of intercultural competence: Insights from students’ self-reflections. Foreign Language Annals, 53(4), 761–784. https://doi.org/10.1111/flan.12495
   Google Scholar
• Trego, D. (2021). TalkAbroad. CALICO Journal, 38(1), 160–169. https://doi.org/10.1558/cj.40822
   Google Scholar
• Van Der Zwaard, R., & Bannink, A. (2014). Video call or chat? Negotiation of meaning and issues of face in telecollaboration. System, 44, 137–148. https://doi.org/10.1016/j.system.2014.03.007
   Google Scholar
• Van Der Zwaard, R., & Bannink, A. (2016). Nonoccurrence of negotiation of meaning in task-based synchronous computer-mediated communication. The Modern Language Journal, 100(3), 625–640. https://doi.org/10.1111/modl.12341
   Google Scholar
• Van Der Zwaard, R., & Bannink, A. (2018). Reversal of participation roles in NS-NNS synchronous telecollaboration. CALICO Journal, 35(2), 162–181. https://doi.org/10.1558/cj.30810
   Google Scholar
• Varonis, E. M., & Gass, S. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6(1), 71–90. https://doi.org/10.1093/applin/6.1.71
   Google Scholar
• Wang, Y. (2006). Negotiation of meaning in desktop videoconferencing-supported distance language learning. ReCALL, 18(1), 122–145. https://doi.org/10.1017/S0958344006000814
   Google Scholar
• Wang, Y. (2007). Task design in videoconferencing-supported distance language learning. CALICO Journal, 24(3), 591–630. https://doi.org/10.1558/cj.v24i3.591-630
   Google Scholar
• Warner-Ault, A. (2020). Promoting intercultural learning through synchronous video exchange: A talk abroad case study. International Journal of Computer-Assisted Language Learning and Teaching, 10(1), 1–14. https://doi.org/10.4018/IJCALLT.2020010101
   Google Scholar
• Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81, 470–481. https://doi.org/10.1111/j.1540-4781.1997.tb05514.x
   Google Scholar
• Wong, J., & Fauverge, A. (1999). LEVERAGE: Reciprocal peer tutoring over broadband networks. ReCALL, 11(1), 33–142. https://doi.org/10.1017/S0958344000002172
   Google Scholar
• Yangüas, I. (2010). Oral computer-mediated interaction between L2 learners: It’s about time. Language Learning & Technology, 14(3), 72–93. http://dx.doi.org/10125/44227
   Google Scholar
• Yangüas, I. (2012). Task-based Oral Computer-mediated Communication and L2 Vocabulary Acquisition. CALICO Journal, 29(3), 507–531. https://www.jstor.org/stable/calicojournal.29.3.507
   Google Scholar
• Yangüas, I., & Bergin, T. (2018). Focus on form in task-based L2 oral computer-mediated communication. Language Learning & Technology, 22(3), 65–81. https://doi.org/10125/44657
   Google Scholar
• Zähner, C., Fauverge, A., & Wong, J. (2000). Task-based language learning via audiovisual networks. In M. Warschauer & R. Kern (Eds.), Network-based Language Teaching: Concepts and Practice (pp. 186–203). Cambridge University Press.
   Google Scholar