{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/109590"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/109590","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Negotiation of meaning and comprehension in audio and videoconferencing: A mixed methods study","abstract":"The purpose of this study is to examine the effects of audio- and videoconferencing on intermediate-level Russian language learners’ interaction with a native speaker, specifically in the context of 1) negotiation of meaning, 2) rates of comprehension, and 3) learners’ perceptions of interaction. The research is grounded in the theoretical framework of interaction hypothesis and the sociocultural approach. Initial findings indicate that learners actively and successfully negotiate for meaning both in audio- and videoconferencing with no statistically significant differences in the number of negotiation routines and comprehension rates. The structure of negotiated interaction, quantity, and redundancy of input also revealed many similarities between the two conditions. The notable characteristic of interaction in videoconferencing is observed in the use of non-verbal responses by both native and non-native Russian speakers during most stages of a negotiation routine. Focus group interviews and questionnaires reveal starkly divided learner views on audio- and videoconferencing. Learners differ in their perceptions of not only the socio-affective but also the pedagogical benefits and drawbacks of each mode. The study assesses the potential benefits and drawbacks of each condition as a platform for language learner interaction. Areas of future research in the use of audio- and videoconferencing are suggested.","abstract_html":"The purpose of this study is to examine the effects of audio- and videoconferencing on intermediate-level Russian language learners’ interaction with a native speaker, specifically in the context of 1) negotiation of meaning, 2) rates of comprehension, and 3) learners’ perceptions of interaction. The research is grounded in the theoretical framework of interaction hypothesis and the sociocultural approach. Initial findings indicate that learners actively and successfully negotiate for meaning both in audio- and videoconferencing with no statistically significant differences in the number of negotiation routines and comprehension rates. The structure of negotiated interaction, quantity, and redundancy of input also revealed many similarities between the two conditions. The notable characteristic of interaction in videoconferencing is observed in the use of non-verbal responses by both native and non-native Russian speakers during most stages of a negotiation routine. Focus group interviews and questionnaires reveal starkly divided learner views on audio- and videoconferencing. Learners differ in their perceptions of not only the socio-affective but also the pedagogical benefits and drawbacks of each mode. The study assesses the potential benefits and drawbacks of each condition as a platform for language learner interaction. Areas of future research in the use of audio- and videoconferencing are suggested.","abstract_has_math":false,"creators":["Barley, Natalia"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Cope, William","Kalantzis, Mary","Pak, Yoon","Montebello, Matthew"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-03-05T21:45:34Z","date_published":"2021-03-05T21:45:34Z","updated_at":"2026-07-22T22:24:50Z","subjects":["video conferencing","audio conferencing","language learning","interaction","negotiation of meaning","listening comprehension","computer-mediated communication"],"languages":["en"],"rights":["Copyright 2020 Natalia Barley"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/109590","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Cope, William","Kalantzis, Mary","Pak, Yoon","Montebello, Matthew"]},{"key":"dc:creator","label":"Author","values":["Barley, Natalia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-03-05T21:45:34Z","2023-03-05T21:47:41Z","2020-11-23","2020-12"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["video conferencing","audio conferencing","language learning","interaction","negotiation of meaning","listening comprehension","computer-mediated communication"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 Natalia Barley"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/109590"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study is to examine the effects of audio- and videoconferencing on intermediate-level Russian language learners’ interaction with a native speaker, specifically in the context of 1) negotiation of meaning, 2) rates of comprehension, and 3) learners’ perceptions of interaction. The research is grounded in the theoretical framework of interaction hypothesis and the sociocultural approach. Initial findings indicate that learners actively and successfully negotiate for meaning both in audio- and videoconferencing with no statistically significant differences in the number of negotiation routines and comprehension rates. The structure of negotiated interaction, quantity, and redundancy of input also revealed many similarities between the two conditions. The notable characteristic of interaction in videoconferencing is observed in the use of non-verbal responses by both native and non-native Russian speakers during most stages of a negotiation routine. Focus group interviews and questionnaires reveal starkly divided learner views on audio- and videoconferencing. Learners differ in their perceptions of not only the socio-affective but also the pedagogical benefits and drawbacks of each mode. The study assesses the potential benefits and drawbacks of each condition as a platform for language learner interaction. Areas of future research in the use of audio- and videoconferencing are suggested.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2022-12-01","The student, Natalia Barley, accepted the attached license on 2020-11-21 at 19:52.","The student, Natalia Barley, submitted this Dissertation for approval on 2020-11-21 at 20:08.","This Dissertation was approved for publication on 2020-11-23 at 13:48.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15931 on 2021-03-04 at 16:32:12","Made available in DSpace on 2021-03-05T21:45:34Z (GMT). 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