View in EDS

Collaborative Noticing of Multimodality in Language Classroom Interaction: A Telecollaboration Project between Student-Teachers of English in Sweden and Japan

Saved in:
Bibliographic Details
Title: Collaborative Noticing of Multimodality in Language Classroom Interaction: A Telecollaboration Project between Student-Teachers of English in Sweden and Japan
Language: English
Authors: Olcay Sert (ORCID 0000-0001-7513-2399), Mika Ishino (ORCID 0000-0002-8535-1437)
Source: TESOL Journal. 2025 16(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Student Teachers, Second Language Instruction, Language Teachers, English (Second Language), Multimedia Instruction, Context Effect, Nonverbal Communication, Telecommunications, Video Technology, Classroom Communication, Cultural Influences, Observation
Geographic Terms: Sweden, Japan
DOI: 10.1002/tesj.70072
ISSN: 1056-7941
1949-3533
Abstract: Telecollaboration in pre-service teacher education promotes intercultural communicative competence and bridges knowledge and practice. Although a growing body of studies has addressed the affordances of telecollaboration for developing student-teachers' (STs') competencies, research focusing on their knowledge of classroom interaction--and on multimodal aspects of classroom interaction in particular--is scarce. Using multimodal conversation analysis (MCA), we address this research gap by investigating the affordances of telecollaboration between STs in Sweden and Japan to notice multimodal aspects of language classroom interaction. The study comes from a "parallel-course project" that aimed to design and conduct telecollaborative tasks within the context of two pre-service English language teacher education courses in Sweden and Japan. The participants (N = 12) met online and worked on video-based tasks using authentic classroom videos. They were grouped to conduct four online sessions (202 min of screen recordings) for analyzing classroom videos and transcriptions. Using MCA, a collection of 51 cases where STs notice and discuss multimodal aspects of teaching was compiled. The findings show that this telecollaboration allowed the STs to notice multimodal aspects of language classroom interaction, including teachers' gestures, gaze, and facial expressions in Japanese and European contexts. We demonstrate that the tasks facilitate collaborative noticing, enactment, and functional description of pedagogical gestures. The tasks also allowed the STs to discuss similarities and differences between the pedagogical cultures, contributing to their awareness of classroom interactional competence. Our study addresses a methodological gap in telecollaboration research by employing MCA. Implications for telecollaboration and curricula in language teacher education, as well as for using conversation analysis as a research methodology, will be given.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489827
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1489827
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Collaborative Noticing of Multimodality in Language Classroom Interaction: A Telecollaboration Project between Student-Teachers of English in Sweden and Japan
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Olcay+Sert%22">Olcay Sert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7513-2399">0000-0001-7513-2399</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mika+Ishino%22">Mika Ishino</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8535-1437">0000-0002-8535-1437</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2025 16(4).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Telecommunications%22">Telecommunications</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink><br /><searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/tesj.70072
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1056-7941<br />1949-3533
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Telecollaboration in pre-service teacher education promotes intercultural communicative competence and bridges knowledge and practice. Although a growing body of studies has addressed the affordances of telecollaboration for developing student-teachers' (STs') competencies, research focusing on their knowledge of classroom interaction--and on multimodal aspects of classroom interaction in particular--is scarce. Using multimodal conversation analysis (MCA), we address this research gap by investigating the affordances of telecollaboration between STs in Sweden and Japan to notice multimodal aspects of language classroom interaction. The study comes from a "parallel-course project" that aimed to design and conduct telecollaborative tasks within the context of two pre-service English language teacher education courses in Sweden and Japan. The participants (N = 12) met online and worked on video-based tasks using authentic classroom videos. They were grouped to conduct four online sessions (202 min of screen recordings) for analyzing classroom videos and transcriptions. Using MCA, a collection of 51 cases where STs notice and discuss multimodal aspects of teaching was compiled. The findings show that this telecollaboration allowed the STs to notice multimodal aspects of language classroom interaction, including teachers' gestures, gaze, and facial expressions in Japanese and European contexts. We demonstrate that the tasks facilitate collaborative noticing, enactment, and functional description of pedagogical gestures. The tasks also allowed the STs to discuss similarities and differences between the pedagogical cultures, contributing to their awareness of classroom interactional competence. Our study addresses a methodological gap in telecollaboration research by employing MCA. Implications for telecollaboration and curricula in language teacher education, as well as for using conversation analysis as a research methodology, will be given.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1489827
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1489827
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/tesj.70072
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Multimedia Instruction
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Nonverbal Communication
        Type: general
      – SubjectFull: Telecommunications
        Type: general
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Classroom Communication
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Sweden
        Type: general
      – SubjectFull: Japan
        Type: general
    Titles:
      – TitleFull: Collaborative Noticing of Multimodality in Language Classroom Interaction: A Telecollaboration Project between Student-Teachers of English in Sweden and Japan
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Olcay Sert
      – PersonEntity:
          Name:
            NameFull: Mika Ishino
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1056-7941
            – Type: issn-electronic
              Value: 1949-3533
          Numbering:
            – Type: volume
              Value: 16
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: TESOL Journal
              Type: main
ResultId 1