Teaching and learning foreign language conversation in the virtual classroom : interactional and pedagogical considerations /
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(Published version)
Date
2025
Authors
Kelly, Rosanna
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thesis
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Abstract
This study explores interaction in a tertiary Italian language course mediated by Adobe Connect Virtual Classroom (VC) software without participant video. Conversation Analysis was used to transcribe and analyse screen-recorded synchronous voice/text chat, identifying learning processes, behaviours, interactional patterns and pedagogical practices. Findings indicate that participants combined voice/text to foster interaction and mutual understanding, using pauses to manage turn-taking. Students preferred code switching and try-marking for conversational repair and valued the lecturer’s exposed and embedded repair. Overall, the VC offered more affordances than constraints for foreign language conversation, such as its ability to support rapport building, assist vocabulary recall and afford repair and repetition for language learning. Pedagogical implications for VC teaching are offered.
School/Discipline
University of South Australia. UniSA Education Futures.
UniSA Education Futures
UniSA Education Futures
Dissertation Note
Thesis (PhD(Education)Languages and Linguistics)(DUCIER)--University of South Australia, 2025.
Provenance
Copyright 2025 Rosanna Kelly.
Description
1 ethesis (xxvi, 327 pages) :
colour illustrations.
Includes bibliographical references (pages 211-232)
Nomination of the 2026 Ian Davey Research Thesis Prize (UniSA)
colour illustrations.
Includes bibliographical references (pages 211-232)
Nomination of the 2026 Ian Davey Research Thesis Prize (UniSA)
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506 0#$fstar $2Unrestricted online access