Developing Second Language Confidence: The Longitudinal Impact of L2 Peer and NS-learner Videoconferencing

About the Presentation
Second language confidence (L2C) is considered a central component in language learning as it can affect the processes and outcomes of second language acquisition. To this end, Sampasivam and Clément’s (2014) functional model identifies the two determinants that may facilitate L2C development, namely, self-involvement and richness of the contact experience. This model is employed here to examine the impact of interlocutor type in videoconferencing on learners’ L2C development over time.

Given that remote instruction is now more commonplace than ever, this research is particularly relevant as it investigates the use of online tools on language learning outcomes with the objective of informing pedagogical practices. In this study, the participants (n= 35) completed eight 30-minute videoconferences, four with a peer on Zoom alternating with four with a native speaker on Talk Abroad. The results showed that both interlocutor types were consistently rated highly in self-involvement, but only the native speakers were rated highly in richness. Despite these differences, the learners’ L2C developed significantly over time no matter the interlocutor type with whom the videoconferences were realized. These results will be discussed with an emphasis on their pedagogical and theoretical implications.

About the Presenter
Dr. Lauren Hetrovicz holds a Ph.D. in Spanish Linguistics with a Graduate Concentration in Second Language Acquisition and Teacher Education from the University of Illinois at Urbana-Champaign. She investigates practices in language teaching, specifically, she examines pedagogical interventions and their capacity to facilitate language learning processes. A seasoned Spanish and Linguistics instructor, she is a certified rater for the Assessment of Performance toward Proficiency in Languages (AAPPL) and is a certified tester of the Oral Proficiency Interview (OPI) from the American Council of Teaching of Foreign Languages (ACTFL). She has published her reseach on Foreign Language Annals, Hispania, Language Learning & Technology and has also authored pedagogical materials published as part of compilations by the AATSP and McGraw-Hill.