The Methodology of Delayed Interaction Techniques Application in L2 Asynchronous Learning and Teaching
Keywords:Delayed Interaction Technique, Asynchronous Mode, Methodology, Digital Tools, Online Software
In the new global education, online learning and teaching have become central issues for different methodology development. This paper examines the ways for asynchronous foreign language teaching mode.
The purpose of this study is to define specific techniques that are applicable to asynchronous interaction in the process of foreign language learning and teaching. The aim of this paper is also to work out the methodology for their use.
Methodology. For this study, a number of research methods were used. The previous studies' analysis was used for the examination of the recent findings. A qualitative case-study experiment was used to investigate personal teachers and students’ experience with delayed interaction techniques (DIT) use in the process of Foreign Language (FL) Methodology teaching and learning that is a component of FL teachers training course in the department of foreign languages of Pavlo Tychyna Uman State Pedagogical University in Ukraine. The methodological approach offered an effective way of compiling delayed interaction technique stages. Data were gathered from the students’ feedback survey that was used as a qualitative method. The online software of the Voyant tool, one of the more practical ways for survey results visualization was applied.
Results. One of the main findings of the current study is a clarification of the delayed interaction technique notion, which is suggested as a definition in the context of the current study issue. The second finding is developing the methodology of using DIT in a second language (L2) asynchronous learning and teaching mode of studying. The methodology includes seven steps for DIT application.
Conclusions. This study has found that generally, interaction is possible to use even asynchronically in conditions that prevent immediate interaction. The results of this study have no limitations for application according to educational institutions, and learners’ age of L2 level. However, for effective DIT applications, it is necessary for teachers and students to have enough digital skills, internet and gadgets access. Further work needs to be done to examine more online resources such as software, apps, and tools for using them in asynchronous L2 learning and teaching.
Abe, M. (2019). L2 interactional competence in asynchronous multiparty text-based Communication: Study of online collaborative writing. Computer Assisted Language Learning, 34(4), 409–433. https://doi.org/10.1080/09588221.2019.1614070
Ajabshir, Z. F. (2019). The effect of synchronous and asynchronous computer-mediated communication (CMC) on EFL Learners’ pragmatic competence. Computers in Human Behavior, 92, 169–177. https://doi.org/10.1016/j.chb.2018.11.015
Bergdahl, N. (2022). Second language learning designs in online adult education. Computer Assisted Language Learning, 35(9), 2–29. https://doi.org/10.1080/09588221.2022.2158202
Bezliudnyi, O., Komar, O., Kolisnichenko, A., & Kapeliushna, T. (2022). Academic Staff Adaptation to the Challenges of The Covid-19 Pandemic: A Case of Pavlo Tychyna Uman State Pedagogical University. Advanced Education, 9(20), 53–69. https://doi.org/10.20535/2410-8286.252683
Canals, L., Granena, G., Yilmaz, Y., & Malicka, A. (2020). Second Language Learners’ and Teachers’ Perceptions of Delayed Immediate Corrective Feedback in an Asynchronous Online Setting an Exploratory Study. TESL Canada Journal, 37(2), 181–209. https://doi.org/10.18806/tesl.v37i2.1336
Dziubata, Z. (2020). Distance English as a Second Language Teaching in Synchronous-Asynchronous Learning Environment. Pedagogical Discourse, (28), 7–12. https://doi.org/10.31475/ped.dys.2020.28.01
Hontarenko, I. (2021). Peculiarities in Distance Learning of Foreign Language Using Moodle Platform. Educational Challenges, 26(2), 52-62. https://doi.org/10.34142/2709-7986.2021.26.2.05
Horbanova, O., Holiak, V., Shcherbitska, V., & Kulko, V. (2022). Interaktyvni tekhnolohii u vykladanni inozemnoi movy u ZVO [Interactive Technologies in Foreign Languages Teaching in HEE]. Zhurnal naukovyi ohliad, 2(82), n.d. https://doi.org/10.26886/2311-4517.2(82)2022.4; https://naukajournal.org/index.php/ naukajournal/article/view/2466/2443 [in Ukrainian].
Kolisnichenko, A. (2022). Teacher's Facilitating of the Students’ Learning Autonomy During the War via Video Aids: A Case Study of the English Methodology Teaching. Věda a perspektivy, 9(16). 100‒109. https://doi.org/10.52058/2695-1592-2022-9(16)-100-109
Komar, O. (2020). European Experience of the Use of Information and Communication Technologies in Initial Education of the English Language Teachers. Educational Challenges, 25(1), 55–67. https://doi.org/10.34142/2709-7986.2020.25.1.05
Komar, O., & Komar, O. (2018). Teoriia i praktyka zastosuvannia innovatsiinykh interaktyvnykh tekhnolohii navchannia v rusli kontseptsii rozvytku pedahohichnoi osvity [Theory and Practice of Innovative Interactive Technologies Application in Direction of Pedagogical Education Development Concept]. Collection of Scientific Papers of Uman State Pedagogical University, (1), 130–139. https://doi.org/10.31499/2307-4906.1.2018.134900 [in Ukrainian].
Kostikova I., Gulich, O., Holubnycha, L., & Besarab, T. (2019). Interactive Whiteboard Use at English Lessons: from University Students to Young Learners. Revista Espacios, 40(12) http://www.revistaespacios.com/a19v40n12/a19v40n12p10.pdf
Kostikova, I., Holubnycha, L., Shchokina, T., Soroka, N., Budianska, V., & Marykivska, H. (2019). A role-playing game as a means of effective professional English teaching. Amazonia Investiga, 8 (24), 414-425. https://amazoniainvestiga.info/index.php/ amazonia/article/view/1001/927
Long, M. H. (1981). Input, Interaction, and Second Language Acquisition. Annals of the New York Academy of Sciences, 379(1), 259-278. https://doi.org/10.1111/j.1749-6632.1981.tb42014.x
Mumford, S., & Dikilitaş, K. (2020). Pre-service Language Teachers Reflection Development through Online Interaction in a Hybrid Learning Course. Computers & Education, 144, 103706. https://doi.org/10.1016/j.compedu.2019.103706
Owens, W. (2022). Precluding and abandoning linguistic repair in dyadic online interactions for L2 learning. English Teaching, 77(1), 93-122. https://doi.org/10.15858/engtea.77.1.202203.93
Pratiwi, J. A., Rosalina, N., Rodiah, N., & Ervina, W. (2021). The Performances of Synchronous and Asynchronous Method in Teaching and Learning English. ETDC: Indonesian Journal of Research and Educational Review, 1(1), 46–57. https://doi.org/10.51574/ijrer.v1i1.53
Tao, J., & Gao, X. (2022). Teaching and Learning Languages Online: Challenges and Responses. System, 107, 102819. https://doi.org/10.1016/j.system.2022.102819
Voyant Tool. (2023, January 12). https://voyant-tools.org/?corpus=583ccee7230e59f90e3a 2f81915a0ac8&query=online&query=classroom&query=youtube&mode=corpus&view=CollocatesGraph
How to Cite
Copyright (c) 2023 Anhelina Kolisnichenko
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.