Native English-speaking Teachers' Perspectives on Using Videoconferencing in Learning English by Taiwanese Elementary-School Students

  • Li-Tang Yu Fu Jen Catholic University
Keywords: Videoconferencing, Teacher perspective, Elementary school, English As A Foreign Language


With the rapid development of computer technology, videoconferencing has been widely applied for social and educational purposes. Issues relevant to the use of videoconferencing in second-language instruction, such as the development of intercultural awareness, the promotion of collaborative learning and L2 oral communication skills, and the enhancement of learning motivation and speaking confidence, have been researched. Few studies, however, focus on teacher perspectives. To fill the gap, this study explores how 40 native English-speaking teachers perceived videoconferencing in learning English by elementary school students in Taiwan. Data consisted of teacher responses to a post-videoconference survey with open-ended questions. Through qualitative, inductive, and interpretive analysis of the data, the study identified three emerging themes: uneven student performance, technical issues, and suggestions for the videoconferencing activity. The study contributes to our understanding of the videoconferencing experience of language teachers and broadens our understanding of implementing videoconference activities. Further research could explore teacher metacompetence (Guichon, 2009) by analyzing videotaped videoconferencing sessions.    

Author Biography

Li-Tang Yu, Fu Jen Catholic University

Dr. Li-Tang Yu is Assistant Professor at the English Department of the Fu-Jen Catholic University in Taiwan. His research interests include teaching English to speakers of other languages (TESOL), computer-assisted language learning, and language teacher education.


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