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Description
This study examined Japanese university students’ perceptions of asynchronous, simulated video-dialogues in a conversational English course. After learning target communicative functions in class, students responded to teacher-produced videos by recording their own video responses. Survey results indicated that many students found the activity difficult and unenjoyable, yet most perceived it as beneficial for achieving course objectives. The findings suggest that simulated video-dialogues can support social presence and communicative competence, despite challenges related to learner engagement and perceived difficulty.
Abstract section 3: Content/method
Lessons followed a present–practice–production framework using situational dialogues to develop communicative competence. Weekly homework involved asynchronous simulated video-dialogue tasks requiring students to respond orally to teacher-created videos, emphasizing pragmatic speech acts and practice. Data was collected through a four-point Likert-scale survey administered after course completion, measuring learner attitudes, perceived difficulty, and perceived effects on social presence and communicative competence in relation to real-world use and test preparation.
Abstract section 5: References
Blake, R. J. (2013). Brave new digital classroom: Technology and foreign language learning (2nd ed.). Georgetown University Press.
Garrison, R. (2000). Theoretical challenges for distance education in the 21st century: A shift from structural to transactional issues. International Review of Research in Open and Distributed Learning, 1(1), 1-17.
Lee, L., & Markey, A. (2014). A study of learners’ perceptions of online intercultural exchange through Web 2.0 technologies. ReCALL, 26(3), 281-297.
https://doi.org/10.1017/S0958344014000179
Yanguas, I. (2010). Oral computer-mediated interaction between L2 learners : It’s about time! Language Learning & Technology, 14(3), 72-93.
https://doi.org/10125/44292
Abstract section 4: Outcomes/results
Survey results showed mixed student perceptions of the asynchronous video homework. While enjoyment was divided, most students agreed that the task had difficulty. Given this, a strong majority perceived the activity as beneficial for improving real-world conversational skills and for preparing for the final face-to-face exam with reported need for multiple practice attempts. These findings align with previous research indicating a preference for face-to-face interaction, while suggesting that the structured, performance-oriented nature of simulated video-dialogues. Requiring precise functional language and pragmatic control in asynchronous video form may account for both the perceived difficulty and pedagogical value.
Abstract section 2: Contribution/research questions
The following two research questions are posed:
1: How do Japanese university students perceive asynchronous, simulated video-dialogues in a blended learning curriculum?
2: How do the results of the survey relate to social presence and communicative competence?
Abstract section 1: Relevance
As online resources become increasingly accessible, English language educators have placed greater emphasis on online-mediated communication within blended learning environments. Current theory highlights social presence—the extent to which online interaction is perceived as authentic—as a key factor linking online and face-to-face learning (Garrison, 2000). Prior research has also demonstrated the potential of online modalities to support communicative competence (Blake, 2013; Lee & Markey, 2014; Yanguas, 2010). This study contributes to this literature by examining how structured asynchronous video-dialogue tasks function pedagogically within a blended conversational English classroom.
| Title | Learner Perceptions of Asynchronous Simulated Video-Dialogue |
|---|---|
| Teaching Context | College and university education |