Audio vs. Video Conferencing for Language Learning

Abstract

This chapter will trace recent trends in research on audio and video conferencing for language learning and teaching and outline the affordances and mediating effects of each platform that have communicative, socio-affective, and cognitive implications. On the basis of these characteristics, the author will argue that both audio and video conferencing have the potential to foster language learner interaction; however, neither medium is appropriate for all tasks, learners, and learning contexts. The focus of future inquiry should be driven by the need to better understand the complex interrelationship of interaction and the multimodal context in which it occurs. The chapter will conclude with considerations for selecting the platform most appropriate for task goals and learning setting.