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Communication Dans Un Congrès Année : 2021

Group cohesion and learning French as foreign language in a videoconferencing environment

Résumé

Group dynamics have been extensively studied in social psychology and group cohesion seems to be the most important factor affecting performance (Mullen and Copper, 1994; [1]; Forsyth, 2021 [2]. In the field of second language learning, Clément, Dörnyei, and Noels (1994) [3] reported the positive impact of group cohesion and uplifting social climate on motivation to learn English as a second language. Alikhani and Bagheridoust (2017) [4] were also able to establish a positive correlation between Group Dynamics Oriented Instruction and Willingness to Communicate. However, research is scarce regarding group cohesion and second language learning in an on-line environment. The aim of our study was to understand the nature of group cohesion in the context of French as a foreign language classes delivered exclusively through videoconferencing. Several hypotheses were developed. First, task-based cohesion as opposed to social-based cohesion would develop more on video-conferencing environment (H1). Second, students using their webcam during French videoconferencing classes would value social cohesion more than task cohesion (H2). Finally, students using their webcam would be evaluated by their peers as more dominant, more friendly, and more emotional (H3). We carried our research during a pre-semester integration session offered by a French Language Center in a French University. 65 students from around the world registered for a 2-week on-line course according to 5 different levels (A1 to C1 level). The aim of the class was to help new foreign students to improve their French before attending Fall semester in various faculties. We distributed an adapted version of the University Group Environment Questionnaire (Bosselut and al., 2018 [5]; Carron and al., 1985 [6]) to analyze task and social cohesion. We carried statistical analyses according to 3 modalities of participation (webcam, picture, black-out screen). Our results (based on 20 questionnaires) show that videoconferencing develops task-oriented cohesion more than social cohesion (H1). Students relying on their webcam for class participation do not necessarily value social cohesion more than task cohesion. They can turn on their webcam only to show that they are serious (H2). However, students with their webcam turned on are perceived as more dominant, more task-centered and less passive; students behind black-out screens are seen in less positive terms (H3).

Domaines

Linguistique
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Dates et versions

hal-03435862 , version 1 (18-11-2021)

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  • HAL Id : hal-03435862 , version 1

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Nathalie Gettliffe. Group cohesion and learning French as foreign language in a videoconferencing environment. Proceedings of ICERI2021 Conference, Sep 2021, Barcelone, Spain. pp.5238-5247. ⟨hal-03435862⟩
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