36.751, Confs: Discoveries and Dialogues: Online Exchanges in Foreign Language Learning // Découvertes et Dialogues : Échanges en-ligne dans l’apprentissage des langues (France)

[The LINGUIST List]

LINGUIST List: Vol-36-751. Sat Mar 01 2025. ISSN: 1069 - 4875.

Subject: 36.751, Confs: Discoveries and Dialogues: Online Exchanges in Foreign Language Learning // Découvertes et Dialogues : Échanges en-ligne dans l’apprentissage des langues (France)

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Date: 01-Mar-2025
From: Daniel Schug [dschug at parisnanterre.fr]
Subject: Discoveries and Dialogues: Online Exchanges in Foreign Language Learning // Découvertes et Dialogues : Échanges en-ligne dans l’apprentissage des langues


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 at 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



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