Supporting Synchronous Distance Language Learning with Desktop Videoconferencing

This study involves three dimensions: distance language education (DLE) as the context, videoconferencing as the technology, and the provision of synchronous oral and visual interaction in DLE as the core research problem.This article follows on this author's previous research in regard to the inclusion of oral and visual interaction in distance language learning through the use of Internet-based desktop videoconferencing tools.It evaluates the findings from a two-stage evaluation of a particular videoconferencing tool, NetMeeting.The results from this research confirm that the present generation of Internet-based desktop videoconferencing tools are capable of supporting oral and visual interaction in DLE.Recommendations are presented for future use of videoconferencing in DLE. Yuping WangSupporting Synchronous Distance Language Language Learning & Technology 91 utilized to facilitate oral and visual interaction.It is hoped that this article will inform distance language professionals of the capabilities and limitations of the present generation of Internet-based videoconferencing tools and encourage them to constantly explore ways of providing oral and visual interaction in DLE.Recommendations for employing videoconferencing tools will be made for future research.The two-stage evaluation saw the participation of eight language learners from Griffith University in Australia, three on-campus and five distance students.A total of 44 videoconferencing sessions were carried out: 15 in Stage 1 and 29 in Stage 2. A combination of data collection methods was employed during the evaluation: post-installation surveys, post-session surveys and interviews, post-trial surveys, and interviews and personal observations by the researcher.