Discoveries and Dialogues: Online Exchanges in Foreign Language Learning // Découvertes et Dialogues : Échanges en-ligne dans l’apprentissage des langues

Date: 28-Mar-2025 - 28-Mar-2025
Location: Paris, France
Contact: Daniel Schug
Contact Email: dschug@parisnanterre.fr
Meeting URL: https://crea.parisnanterre.fr/colloques-et-journees-detude/decouvertes-et-dialogues-echanges-en-ligne-dans-lapprentissage-des-langues

Linguistic Field(s): Applied Linguistics; Language Acquisition

The objective of this study day is to bring together experts in language teaching and learning to analyze the role of online interactions and exchanges in language learning. Foreign language learning has long been thought to be unique in the field of education, because of its inherently social nature; indeed, mastering a language requires using it for communication (Balboni, 2007; Wang, 2008). Numerous frameworks, including Swain’s Output Hypothesis and Long’s Interaction hypothesis, posit that interaction in a foreign language involves negotiating meaning and the noticing of new forms, which can facilitate acquisition (Long, 1996; Swain, 2000). Other theories, such as the Sociocultural Theory, highlight the importance of context in interactions (see Fahim & Haghani, 2012).

In the classroom, interactive oral activities have been shown to offer numerous benefits to learners, including a reduced level of speaking anxiety (Develotte et al, 2008), greater engagement and motivation (Caon, 2012; Klimova, 2011), and the potential to develop greater learner autonomy (Little, 1991). Online spaces have made it possible to multiply the opportunities for language practice by connecting learners across the world. This in turn allows them to develop key language skills and broaden their cultural knowledge (De Martino, 2020; Schug & Simon, 2023).

Of course, in the online space, interactions take on a whole new meaning. While definitions of interaction specifically describe exchanges between the learners with similar backgrounds (see Manoïlov, 2019), other recent research has expanded the concept. Learners may interact with tutors or teachers in the context of online courses (Chakowa, 2019), course content and other users in flipped classrooms (Aydin, 2021; Hernández Nanclares & Pérez Rodríguez, 2015), students who speak other languages in language exchanges (De Martino, 2020), students with a common foreign language in a lingua franca context (Schug & Simon, 2023), video game players in other countries (Winaldo & Octaviani, 2022), or even online chatbots (Tahir & Tahir, 2023).

The goal of this study day is therefore to explore these different types of online interactions and their impact on the language learning experience. Possibilities for presentation topics include, but are not limited to:

1) Theoretical presentations or position papers offering a clear framework for encouraging interaction in online spaces
2) Case studies or teacher reports on innovative strategies or tools for encouraging interaction in online spaces
3) Empirical studies on students’ experiences with online interactions (their impact on language learning, motivation, self-efficacy...)

This is a hybrid event. Those wishing to attend online can do so at this link: https://zoom.us/j/99765290383