Mediated learning materials: visibility checks in telepresence robot mediated classroom interaction

References

• Asplund, S.-B., C. Olin-Scheller, and M. Tanner. 2018. “Under the Teacher’s Radar: Literacy Practices in Task-Related Smartphone Use in the Connected Classroom.” L1 Educational Studies in Language and Literature 18 (Running Issue): 1–26. doi:10.17239/L1ESLL-2018.18.01.03.
   Google Scholar
• Austin, N., R. Hampel, and A. Kukulska-Hulme. 2017. “Video Conferencing and Multimodal Expression of Voice: Children’s Conversations Using Skype for Second Language Development in a Telecollaborative Setting.” System 64: 87–103. doi:10.1016/j.system.2016.12.003.
   Web of Science ®Google Scholar
• Balaman, U. 2019. “Sequential Organization of Hinting in Online Task-Oriented L2 Interaction.” Text and Talk 39 (4): 511–534. doi:10.1515/text-2019-2038.
   Web of Science ®Google Scholar
• Beach, W. A. 1993. “Transitional Regularities for ‘Casual’‘okay’ Usages.” Journal of Pragmatics 19 (4): 325–352. doi:10.1016/0378-2166(93)90092-4.
   Web of Science ®Google Scholar
• Cekaite, A. 2009. “Collaborative Corrections with Spelling Control: Digital Resources and Peer Assistance.” International Journal of Computer-Supported Collaborative Learning 4 (3): 319–341.
   Web of Science ®Google Scholar
• Cha, E., S. Chen, and M. J. Mataric. 2017. “Designing Telepresence Robots for K-12 Education.” RO-MAN 2017-26th IEEE International Symposium on Robot and Human Interactive Communication 2017-Janua, 683–688. doi:10.1109/ROMAN.2017.8172377.
   Google Scholar
• Cohen, C., and C. R. Wigham. 2019. “A Comparative Study of Lexical Word Search in an Audioconferencing and A Videoconferencing Condition.” Computer Assisted Language Learning 32 (4). Routledge: 448–481. doi10.1080/09588221.2018.1527359.
   Web of Science ®Google Scholar
• Dooly, M., and R. O’Dowd, eds. 2018. In This Together: Teachers’ Experiences with Transnational,Telecollaborative Language Learning Projects. Bern: Peter Lang.
   Google Scholar
• Fitter, N., Y. Chowdhury, E. Cha, L. Takayama, and M. J. Matarić. 2018. “Evaluating the Effects of Personalized Appearance on Telepresence Robots for Education.” HRI ’18 Companion: 2018 ACM/IEEE International Conference on Human-Robot Interaction Companion, Chicago, IL, March 5–8. doi:10.1145/3173386.3177030.
   Google Scholar
• Gallagher, S. 2008. “Intersubjectivity in Perception.” Continental Philosophy Review 41 (2): 163–178.
   Web of Science ®Google Scholar
• Gardner, R., and M. Levy. 2010. “The Coordination of Talk and Action in the Collaborative Construction of a Multimodal Text.” Journal of Pragmatics 42: 2189–2203. doi:10.1016/j.pragma.2010.01.006.
   Web of Science ®Google Scholar
• Garfinkel, H. 1967. Studies in Ethnomethodology. Englewood Cliffs, N.J.: Prentice-Hall.
   Google Scholar
• Garton, S., and K. Graves. 2014. “Identifying a Research Agenda for Language Teaching Materials.” The Modern Language Journal 98 (2): 654–657. doi:10.1111/j.1540-4781.2014.12094.x.
   Web of Science ®Google Scholar
• Gibson, J. 1979. The Ecological Approach to Visual Perception. London: Houghton Mifflin.
   Google Scholar
• Gleason, B. W., and C. Greenhow. 2017. “Hybrid Education: The Potential of Teaching and Learning with Robot-Mediated Communication.” Online Learning 21 (4): 159–176. doi:10.24059/olj.v21i4.1276.
   Web of Science ®Google Scholar
• Greiffenhagen, C. 2014. “The Materiality of Mathematics: Presenting Mathematics at the Blackboard.” The British Journal of Sociology 65 (3): 502–528. doi:10.1111/1468-4446.12037.
   PubMed Web of Science ®Google Scholar
• Greiffenhagen, C., and R. Watson. 2009. “Visual Repairables: Analysing the Work of Repair in Human–computer Interaction.” Visual Communication 8 (1): 65–90. doi:10.1177/1470357208099148.
   Web of Science ®Google Scholar
• Guerrettaz, A. M., M. Grandon, S. Lee, C. Mathieu, A. Berwick, A. Murray, and M. Pourhaji. 2018. “Materials Use and Development: Synergetic Processes and Research Prospects.” Folio 18 (2): 37–44.
   Google Scholar
• Guichon, N., and C. Cohen. 2014. “The Impact of the Webcam on an Online L2 Interaction.” Canadian Modern Language Review 70 (3): 331–354. doi:10.3138/cmlr.2102.
   Web of Science ®Google Scholar
• Hampel, R., and U. Stickler. 2012. “The Use of Videoconferencing to Support Multimodal Interaction in an Online Language Classroom.” ReCALL 24 (2): 116–137. doi:10.1017/S095834401200002X.
   Web of Science ®Google Scholar
• Hellermann, J., S. Thorne, and P. Fodor. 2017. “Mobile Reading as Social and Embodied Practice.” Classroom Discourse 8 (2): 99–121. doi:10.1080/19463014.2017.1328703.
   Web of Science ®Google Scholar
• Hjulstad, J. 2016. “Practices of Organizing Built Space in Videoconference-Mediated Interactions.” Research on Language and Social Interaction 49 (4). Routledge: 325–341. doi10.1080/08351813.2016.1199087.
   Web of Science ®Google Scholar
• Hutchby, I. 2001. “Technologies, Texts and Affordances.” Sociology 35 (2): 441–456. doi:10.1177/S0038038501000219.
   Google Scholar
• Jakonen, T. 2015. “Handling Knowledge: Using Classroom Materials to Construct and Interpret Information Requests.” Journal of Pragmatics 89: 100–112. doi:10.1016/j.pragma.2015.10.001.
   Web of Science ®Google Scholar
• Jakonen, T., and K. Niemi. 2020. “Managing Participation and Turn-Taking in Children’s Digital Activities: Touch in Blocking a Peer’s Hand.” Social Interaction 3 (1). doi:10.4324/9781315129556.
   Google Scholar
• Jefferson, G. 2004. “Glossary of Transcript Symbols with an Introduction.” In Conversation Analysis: Studies from the First Generation, edited by G. H. Lerner, 13–31. Philadelphia, PA: John Benjamins.
   Google Scholar
• Jenks, C. J., and A. Brandt. 2013. “Managing Mutual Orientation in the Absence of Physical Copresence: Multiparty Voice-based Chat Room Interaction.” Discourse Processes 50 (4): 227–248. doi:10.1080/0163853X.2013.777561.
   Web of Science ®Google Scholar
• Juvonen, R., M. Tanner, C. Olin-Scheller, L. Tainio, and A. Slotte. 2019. “‘Being Stuck’. Analyzing Text-Planning Activities in Digitally Rich Upper Secondary School Classrooms.” Learning, Culture and Social Interaction 21 (March 2018): 196–213. doi:10.1016/j.lcsi.2019.03.006.
   Google Scholar
• Karvonen, U., L. Tainio, and S. Routarinne. 2017. “Uncovering the Pedagogical Potential of Texts : Curriculum Materials in Classroom Interaction in Fi Rst Language and Literature Education.” Learning, Culture and Social Interaction, August: 1–18. doi:10.1016/j.lcsi.2017.12.003.
   Google Scholar
• Liao, J., X. Lu, K. Masters, J. Dudek, and Z. Zhou. 2019. “Telepresence-Place-Based Foreign Language Learning and Its Design Principles.” Computer Assisted Language Learning 1–26. doi:10.1080/09588221.2019.1690527.
   Google Scholar
• Licoppe, C., and J. Morel. 2014. “Mundane Video Directors in Interaction. Showing One’s Environment in Skype and Mobile Video Calls.” In Studies of Video Practices: Video at Work, edited by M. Broth, E. Laurier, and L. Mondada, 135–160. London: Routledge.
   Google Scholar
• Licoppe, C. 2017a. “Showing Objects in Skype Video-Mediated Conversations: From Showing Gestures to Showing Sequences.” Journal of Pragmatics 110: 63–82. doi:10.1016/j.pragma.2017.01.007.
   Web of Science ®Google Scholar
• Licoppe, C. 2017b. “Skype Appearances, Multiple Greetings and ‘Coucou’: The Sequential Organization of Video-mediated Conversation Openings.” Pragmatics 27 (3): 351–386. doi:10.1075/prag.27.3.03lic.
   Web of Science ®Google Scholar
• Licoppe, C., and J. Morel. 2012. “Video-in-Interaction: ‘Talking Heads’ and the Multimodal Organization of Mobile and Skype Video Calls.” Research on Language and Social Interaction 45 (4): 399–429. doi:10.1080/08351813.2012.724996.
   Web of Science ®Google Scholar
• Lilja, N., and A. Piirainen-Marsh. 2019. “How Hand Gestures Contribute to Action Ascription.” Research on Language and Social Interaction 52 (4): 343–364. doi:10.1080/08351813.2019.1657275.
   Google Scholar
• Luff, P., C. Heath, H. Kuzuoka, J. Hindmarsh, K. Yamazaki, and S. Oyama. 2003. “Fractured Ecologies: Creating Environments for Collaboration.” Human-Computer Interaction 0024: 776111462. doi:10.1207/S15327051HCI1812.
   Google Scholar
• Luff, P., C. Heath, N. Yamashita, H. Kuzuoka, and M. Jirotka. 2016. “Embedded Reference: Translocating Gestures in Video-Mediated Interaction.” Research on Language and Social Interaction 49 (4): 342–361. doi:10.1080/08351813.2016.1199088.
   Web of Science ®Google Scholar
• Majlesi, A. R. 2015. “Matching Gestures – Teachers’ Repetitions of Students’ Gestures in Second Language Learning Classrooms.” Journal of Pragmatics 76. Elsevier B.V.: 30–45. doi:10.1016/j.pragma.2014.11.006.
   Web of Science ®Google Scholar
• Matsumoto, Y. 2019. “Material Moments: Teacher and Student Use of Materials in Multilingual Writing Classroom Interactions.” Modern Language Journal 103 (1): 179–204. doi:10.1111/modl.12547.
   Web of Science ®Google Scholar
• Mondada, L. 2007. “Imbrications de La Technologie et de l’ordre Interactionnel: L’organisation de Vérifications et d’identifications de Problèmes Pendant La Visioconférence.” Réseaux 144 (5): 141–182. https://www.cairn.info/revue-reseaux1-2007-5-page-141.htm
   Google Scholar
• Mondada, L. 2014. “Conventions for Multimodal Transcription.” Basel: Romanisches Seminar der Universität. https://franz.unibas.ch/fileadmin/franz/user_upload/redaktion/Mondada_conv_multimodality.pdf
   Google Scholar
• Musk, N. 2016. “Correcting Spellings in Second Language Learners’ Computer-assisted Collaborative Writing.” Classroom Discourse 7 (1): 36–57. doi:10.1080/19463014.2015.1095106.
   Web of Science ®Google Scholar
• Patru, M., and V. Balaji. 2016. Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries. Paris: UNESCO and Commonwealth of Learning.
   Google Scholar
• Rusk, F., and M. Pörn. 2019. “Delay in L2 Interaction in Video-Mediated Environments in the Context of Virtual Tandem Language Learning.” Linguistics and Education 50: 56–70. doi:10.1016/j.linged.2019.02.003.
   Web of Science ®Google Scholar
• Sacks, H. 1992. Lectures on Conversation: Volume II. Oxford: Blackwell.
   Google Scholar
• Sahlström, F., M. Tanner, and V. Valasmo. 2019. “Connected Youth, Connected Classrooms. Smartphone Use and Student and Teacher Participation during Plenary Teaching.” Learning, Culture and Social Interaction 21 (January): 311–331. doi:10.1016/j.lcsi.2019.03.008.
   Google Scholar
• Satar, M. 2013. “Multimodal Language Learner Interactions via Desktop Videoconferencing within a Framework of Social Presence: Gaze.” ReCALL 25 (1): 122–142. doi:10.1017/S0958344012000286.
   Web of Science ®Google Scholar
• Satar, M., and C. R. Wigham. 2017. “Multimodal Instruction-Giving Practices in Webconferencing-Supported Language Teaching.” System 70: 63–80. doi:10.1016/j.system.2017.09.002.
   Web of Science ®Google Scholar
• Schegloff, E. 1992. “Repair after Next Turn: The Last Structurally Provided Defense of Intersubjectivity in Conversation.” American Journal of Sociology 97 (5): 1295–1345. doi:10.1086/229903.
   Web of Science ®Google Scholar
• Schegloff, E. 2007. Sequence Organization in Interaction: A Primer in Conversation Analysis. Cambridge: Cambridge University Press.
   Google Scholar
• Tanner, M., C. Olin-Scheller, and M. Tengberg. 2017. “Material Texts as Objects in Interaction Constraints and Possibilities in Relation to Dialogic Reading Instruction.” Nordic Journal of Literacy Research 3: 83–103. doi:10.23865/njlr.v3.471.
   Google Scholar
• Walsh, S. 2012. “Conceptualising Classroom Interactional Competence.” Novitas-ROYAL (Research on Youth and Language) 6 (1): 1–14.
   Google Scholar
• Wigham, C. R. 2017. “A Multimodal Analysis of Lexical Explanation Sequences in Webconferencing-Supported Language Teaching.” Language Learning in Higher Education 7 (1): 81–108. doi:10.1515/cercles-2017-0001.
   Web of Science ®Google Scholar