Assessing the use of a Trace-Based Synchronous Tool for distant

language tutoring

Mireille Bétrancourt (TECFA – Genève)

Nicolas Guichon (ICAR – Lyon 2)

Yannick Prié (LIRIS – Lyon 1)

9th International Conference on Computer Supported Collaborative LearningJuly 6, 2011, The University of Hong Kong, Hong Kong, China

Introduction

• Ongoing research multidisciplinary project• Development of a videoconferencing tool

specifically designed for language teaching.• Aims of the presentation:

(1) present the rationale and the design of a synchronous trace-based prototype tool(2) study the use of marker-based traces by language tutors

Trace-based ReflexivityTheoretical rationale Visu and its context of use Methodology Results Discussion

Trace- what is explicitly recorded

from the interaction between a user and a digital environment

- set of obsels (observed elements)

Reflexivity - capacity to reflect upon one's

activity- teaching (and teacher training) can

be facilitated with trace-based systems that foster teachers’ reflexivity

Reflexivity

t

Trace

Context of the training course• Le français en première ligne: a 45-hour

training course to get familiar with synchronous online teaching (cf. Develotte, Guichon, Kern, 2008; Guichon, 2009)

Theoretical rationale Visu and its context of use Methodology Results Discussion

http://w3.u-grenoble3.fr/fle-1-ligne

Trainees in Lyon prepare pedagogical sessions and administer them with Visu…

Theoretical rationale Visu and its context of use Methodology Results Discussion

… to intermediate-level French students at UC Berkeley for 7 weeks.

Theoretical rationale Visu and its context of use Methodology Results Discussion

Three phases

• Preparation• Interaction (45 min session)

– Starts with greetings, technical and communicational adjustments and social chitchat.

– 3 to 5 teaching tasks on a given theme (e.g. The notion of identity)

– A few minutes at the end for a final review• Retrospection

– Debriefing based on the trace of the activity

Theoretical rationale Visu and its context of use Methodology Results Discussion

VISU tool for online tutoring

• Web-based videoconference tool– Session planning and management– Online and offline trace-based activity monitoring

Theoretical rationale Visu and its context of use Methodology Results Discussion

Interaction room Retrospection room

Traces in Visu

Theoretical rationale Visu and its context of use Methodology Results Discussion

t

Interaction tracesrecorded automaticallyduring the interaction

1

1

Marker-based tracesset by the tutor during the interaction in the interaction room

2

2

Comment-based tracesset by the tutor after the interaction in the retrospection room

3

3

Session management zone

Communication zone

Time line and marker zone

Theoretical rationale Interaction room in Visu Methodology Results Discussion

VIDEO

Video of the session

Time indications and markers

Interaction traces (document push, chat message, instruction push, keyword push)

Theoretical rationale Retrospection room in Visu Methodology Results Discussion

VIDEO

A pilot study of marker-based traces

(1) investigate the quantitative and qualitative use of markers during synchronous language teaching sessions and

(2) assess the utility of such a functionality for language tutoring

Theoretical rationale Visu and its context of use Methodology Results Discussion

Data analysis• Quantitative analysis:

– number of markers and text chat messages over time and across the sample of the 8 tutors.

• Qualitative analysis: – type of markers produced by 2 specific tutors +

interviews data

Theoretical rationale Visu and its context of use Methodology Results Discussion

Theoretical rationale Visu and its context of use Methodology Results Discussion

• Large variation across tutors for markers and chat• Use remains stable from session 2 to session 6• Differenciated use of chat and markers

Marker and chat use

Markers

Chat

Markers useCategory Cindy Nelly

Social 13 0

Organization 32 0

Language learning 8 48

Technique 7 0

Other 5 3

Total 85 51

Theoretical rationale Visu and its context of use Methodology Results Discussion

• Individual usages– Nelly: preparing wrap-up or retrospection– Cindy: evaluating learners behavior + own tutor practice

• Emergence of operative langage

Learner X is pleased with

activity.Learner 3

arrives latePronunciation of "fromage"Learner 3

can’t see the image

L: tellemenT

Interviews• Markers were appreciated for taking notes

without interrupting the flow of the interaction– Taking notes about the learner’s performance– Keeping track of events for later analysis

Theoretical rationale Visu and its context of use Methodology Results Discussion

Future research questions• How does the retrospection room improve

trainees’ awareness?• Does it have an impact on their tutoring skills

(especially regarding feedback)?

• Design and implementation of Visu2

Theoretical rationale Visu and its context of use Methodology Results Discussion

Thank you!• Website of the project:

liris.cnrs.fr/ithaca

• These slideswww.slideshare.net/yprie/cscl2011

• Professional websites:nicolas.guichon.pagesperso-orange.frliris.cnrs.fr/yannick.prie

Theoretical rationale Visu and its context of use Methodology Results Discussion