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Video Conferencing and Multimodal Expression of Voice: Children’S Communication in a Second Language Using Skype

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Video Conferencing and Multimodal Expression of Voice: Children’S Communication in a Second Language Using Skype Open Research Online The Open University’s repository of research publications and other research outputs Video Conferencing and Multimodal Expression of Voice: Children’s Communication in a Second Language Using Skype Thesis How to cite: Austin, Nicholas James (2015). Video Conferencing and Multimodal Expression of Voice: Children’s Communication in a Second Language Using Skype. EdD thesis The Open University. For guidance on citations see FAQs. c 2015 The Author https://creativecommons.org/licenses/by-nc-nd/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.0000efab Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk rw Video Conferencing and Multimodal Expression of Voice: Children’s communication in a second language using Skype Nicholas Austin M. Ed Department of Education The Open University A thesis submitted for the degree of Doctorate in Education 3rd August 2015 D<=vr<s o f ^o<S*'Yu:s^lc*r* : Z.( *7/ DPCH- O p ' S v . ProQuest Number: 13834811 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 13834811 Published by ProQuest LLC(2019). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 Nicholas Austin Y2872156 Video Conferencing and Multimodal Expression of Voice Abstract This thesis focuses on how voice is experienced and expressed in a telecollaborative project using Skype to connect two groups of English language learners of primary age across two different countries. Voice is understood as a social semiotic phenomenon which takes as its base the ideas of Bakhtin (1986) and Goffman (1981) and is expanded to include multimodal forms of expression through the work of Kress (2003). This social semiotic notion of voice is synthesised with a framework of mediated action from Vygotsky (1978) and Wertsch (1991). The theoretical view of voice frames a small-scale qualitative study on how voice is expressed materially involving tools such as verbal language, body language, technology, and the spatial and temporal characteristics within which the communication takes place. As this is an area that has not been widely researched, a methodology had to be designed to analyse the video recorded data and a framework based on Scollon and Scollon’s (2003) concept of geosemiotics was developed. This method of analysis investigates how language is materially assembled through interaction with others in the physical world around us. It has been rooted in a social constructivist paradigm to shed light on how multimodal expressions of voice through Skype can support children’s second language use. The study shows that webcam-mediated online communication creates particular sets of conditions which affect the ways children are able to express their voice. Some points of divergence from familiar patterns of communication include how children use different spaces to negotiate different ways of being together, the multimodal ways in which children are able to express their voices and the diverse ways in which interpersonal distances can be represented and manipulated to manage conversations. The implications drawn out in the conclusion should initiate wider discussion in early childhood education and second language learning practice and research concerning the importance of adopting a multimodal perspective on how children express voice to support their communication in video conferencing environments. 7J cr 1 8 SEP 2015 y 2 d o n a tio n T 3o2.3,oz?S ° ^ Nicholas Austin Y2872156 Video Conferencing and Multimodal Expression of Voice Contents List of Figures .......................................................................................................................................... 6 List of Tables ........................................................................................................................................... 8 List of Appendices ...................................................................................................................................9 1.0 Introduction ...................................................................................................................................... 10 1.1 The initial impetus for this research ............................................................................................10 1.2 The context and focus of the study .............................................................................................13 2.0 Review of the literature ................................................................................................................... 19 2.1 Voice .............................................................................................................................................19 2.1.1 Voice as an individual expression of meaning ....................................................................19 2.1.2 Voice as a dialogic process ..................................................................................................23 2.2 Mediation ..................................................................................................................................... 31 2.2.1 The affordances of Skype ....................................................................................................32 2.2.2 Voice mediation and online tools ........................................................................................ 34 2.3 Learning task ................................................................................................................................38 2.4 Collective thinking .......................................................................................................................43 3.0 Methodology ....................................................................................................................................48 3.1 The knowledge claims ................................................................................................................ 48 3.2 The strategy .................................................................................................................................. 50 3.3 The role of the researcher and ethical considerations ................................................................52 3.4 The method of data collection and analysis ............................................................................... 56 3.4.1 The pilot study ......................................................................................................................56 3.4.2 The main study: data collection ...........................................................................................57 3.4.3 A broad description of the micro segment of data ..................... 59 3.4.4 The method of approaching data analysis ........................................................................... 61 Nicholas Austin Y2872156 Video Conferencing and Multimodal Expression of Voice 3.4.5 Analytical framework ..........................................................................................................64 3.4.6 Application of the geosemiotic framework ........................................................................78 4.0 Findings .............................................................................................................. 86 4.1 The interaction order ............................................................... 86 4.1.1 Interpersonal distance ..........................................................................................................87 4.1.2 Personal front ....................................................................................................................... 95 4.1.3 Sense of space and time ..................................................................................................... 103 4.2 Visual semiotics .........................................................................................................................I l l 4.2.1 Modality ..............................................................................................................................I l l 4.2.2 Location, visual signs and objects .................................................................................... 112 4.3 Place semiotics ..........................................................................................................................117 4.3.1 The classroom space .......................................................................................................... 117 4.3.2 The third space and exophoric referencing ................................................................118 5.0 Discussion ...................................................................................................................................... 126 5.1 How do children experience
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