ITAIS Newsletter - July 2023 (Plain Text Version)
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In this issue: |
CREATING ENGAGING AND MEANINGFUL ONLINE EXPERIENCES Kelly M. Torres, TCSPP
International teaching assistants (ITAs) are often selected to teach language classes since they bring a unique perspective to the learning experience. Particularly, ITAs play a crucial role in teaching language classes as they bring their linguistic and cultural expertise to the classroom and provide students with authentic and immersive learning experiences. In these classes, ITAs serve as language models and cultural ambassadors, helping students to improve their language skills and gain a deeper understanding of the culture and customs of the language they are learning. However, when teaching language classes, ITAs must possess a high level of proficiency in both the target language and English, as well as a strong understanding of the linguistic and cultural differences between the two languages. They must also be able to adapt their teaching style to accommodate the different learning needs of students, including those who are just starting to learn the language, as well as those who are more advanced. Online Teaching With the rapid and continual move to online education, ITAs have further professional development opportunities to facilitate virtual classes. To be successful in this role, ITAs who are teaching online need to have a strong understanding of virtual learning platforms and technology. They must be able to effectively communicate with students through video conferencing, email, and other online communication tools. They also need to be able to create and organize online materials, such as presentations, videos, and interactive activities, to engage students in a virtual environment. Further, ITAs need to create and maintain a strong sense of community and interaction in their online classes, which can be achieved through regular virtual office hours, group discussions, and individualized feedback. To prepare ITAs to facilitate meaningful online language lessons, institutions can provide training focused on pedagogy and cultural awareness. Further, continual support for ITAs can occur through forums that allow them to connect online to share experiences, challenges, and best practices. These communications are particularly valuable for ITAs tasked with facilitating extended synchronous sessions. Virtual Fatigue Although synchronous online learning offers many benefits, learners often feel exhausted when required to attend lengthy class sessions. Virtual fatigue refers to the feelings of exhaustion and burnout experienced by individuals who frequently use video conferencing technology. Feelings of fatigue can result from factors such as extended screen time and reduced social cues and interactions. Studies have shown that prolonged use of video conferencing can result in feelings of tiredness, eyestrain, and general feelings of stress (Doring et al., 2022). Further, virtual fatigue is characterized by symptoms such as neck and back pain, difficulty focusing, and feelings of being overwhelmed. The impact of virtual fatigue can have a range of negative effects on productivity, overall well-being, and language learning. Virtual fatigue can be especially pronounced for language learners who need to pay careful attention to content conveyed in the target language and have limited access to observing others to develop cultural understandings. Language learners may further experience additional stress and mental exhaustion from the added pressure to comprehend and communicate in the target language when learning occurs in a virtual format. In online learning, virtual fatigue can lead to decreased motivation and engagement, diminished attention spans, reduced interactions with native speakers, and fewer opportunities for immersion. These impacts can make it more challenging for language learners to stay focused and motivated in their studies. To mitigate virtual fatigue, ITAs can take steps to minimize feelings of burnout and stress by allowing learners to take breaks from screens, engage in physical activity, and prioritize self-care. Further, ITAs can share virtual meeting strategies that include:
Interactive Approaches for Online Learners Although learners experience burnout and fatigue from extended online sessions, virtual learning offers many advantages. Precisely, using videoconferencing platforms for language learning provides learners with the convenience, access to native speakers, live interaction, and customization that are essential for effective language learning. Further, learners receive opportunities for cultural exposure, which can greatly enhance language acquisition and proficiency. Particularly, learners are afforded with cultural exchanges with native speakers who provide them with authentic cultural exposure and opportunities to learn about the customs, traditions, and daily life of the target culture. Language learners also gain access to virtual cultural activities, such as cooking classes and cultural events allowing them to experience different aspects of the target culture. Further, online exchanges result in access to cultural resources, such as online museums, cultural websites, and online libraries, allowing learners to learn about the history, art, and literature of the target culture. Learning a new language requires focus, motivation, and consistent practice, which can be challenging in a virtual environment. To make language lessons more interactive, ITAs can use virtual whiteboards and collaboration tools. Additionally, they can record their lessons for students to review later and incorporate games and interactive activities throughout each session. For example, role-playing, trivia games, and other interactive elements can help make learning more enjoyable and combat feelings of fatigue. Some language tools and platforms that can be useful for language learners during virtual meetings include:
Authentic language experiences can be particularly valuable for learners since they provide students with opportunities to use the language they are learning in real-life situations and apply what they have learned in meaningful ways. Authentic language experiences can improve language proficiency, enhance cultural understanding, increase motivation, build learners’ confidence, and allow for the development of problem-solving skills to navigate real-life situations when interacting in the target language and culture. Kohnke et al (2020) shared that the use of authentic language instruction in interactive synchronous sessions contributes to positive online language learning experiences. The use of authentic materials such as TV shows, movies, music, and podcasts help to immerse learners in the language and culture they are studying and mitigate virtual fatigue. ITAs can also encourage interactions via breakout rooms, chat functions, and through other tools that allow for communications between students. Learners can also connect virtually with native speakers to practice their language skills in a real-life setting. They could participate in authentic conversations with the native speaker or interview them and report their findings to their classmates. ITAs could use their own networks to create these types of authentic conversations for their students. Additionally, personalizing the learning experience provides opportunities for catering to individual learning styles and interests by using personalized materials and activities. For instance, a learner who is interested in cooking could study vocabulary related to cooking and practice speaking virtually with a language partner about recipes. They could also schedule virtual cooking classes to further promote language acquisition. For example, ITAs could incorporate easy cooking sessions into their virtual lessons in which they teach learners to prepare a simple recipe that is popular within their native culture. By incorporating personalized learning into language classes, ITAs facilitate opportunities for students to build their confidence, develop their language skills, and achieve their language learning goals. Concluding Remarks Using virtual video conferencing platforms for language learning provides valuable opportunities for cultural exposure and cross-cultural communication, which can greatly enhance language learning and personal growth. However, virtual fatigue is a real phenomenon that affects many individuals who use video conferencing technology for extended periods of time. Understanding the causes of virtual fatigue and implementing strategies to mitigate its effects are crucial for the well-being and success of online learners. Language learning is important for a variety of reasons since it provides individuals with new perspectives, broadens their cultural horizons, and enhances their personal and professional growth. ITAs who integrate meaningful and engaging online experiences promote newfound interests within their learners to broaden their cultural horizons and gain new insight into other languages and cultures found across the world. References Doring, N., De Moor, K., Fielder, M., Schoenenberg, K., & Raake, A. (2022). Videoconferencing fatigue: A conceptual analysis. International Journal of Environmental Research and Public Health, 19(4). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8871528/ Kohnke, L., & Moorhouse, B. L. (2020). Facilitating synchronous online language learning through Zoom. RELC Journal, 53(1). https://doi.org/10.1177/0033688220937235
Kelly M. Torres, Ph.D. is the Educational Psychology and Technology Department Chair at TCSPP. Her research interests focus on international education, heritage language learners, English language learners, and teacher education. |
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