Preview

Professional Discourse & Communication

Advanced search

Translanguaging Knowledge Remotely: the Analysis of an Academic Webinar

https://doi.org/10.24833/2687-0126-2021-3-4-33-50

Full Text:

Abstract

This paper explores how academic webinars are translanguaged by drawing on the sort of linguistic strategies and techniques implicated in these webinars. The research, therefore, poses two key questions relevant to how knowledge is communicated and what strategies are used in this communication. The main hypothesis of the research maintains that academic webinars communicate knowledge from a single professional presenter to many knowledge-receiving attendees, based on a presupposed view that presenters and moderators in webinars adhere to certain linguistic and conversational moves. To explore how academic webinars proceed and what they imply, a single academic webinar is randomly sampled for analysis. First, academic webinars are analyzed, key terms defined, and some previous literature on the topic overviewed. Then, the sampled webinar is administered for analysis (gathering, transcription, analysis), and a discourse-conversational model of analysis is applied. The author concludes that webinars are knowledge-specific and highly professional in their character, and they manifest certain linguistic and discourse strategies. The research also reveals that webinars feature such strategies as reformulation, mono-versation, on-screen sharing, speaker invisibility, indirect engagement, inactive moderation, and graphic interaction. Further recommendations suggest a more linguistic investigation into online learning, whether in webinars, online workshops, massive open online courses, or in any virtual learning practices.

About the Author

M. N. Abdulsada
Wasit University
Iraq

Mohammed Nasser Abdulsada is assistant professor of English at Wasit University, Iraq, where he teaches English, linguistics, and ESP to Bachelor students. He also teaches and supervises Master students.



References

1. Adelakun, N. & Omolola, S. (2020). A pragmatic study on E-learning for higher education in developing countries. Proceedings of the 1 st National Conference, Nigerian Society of Engineers, Ilaro, Nigeria, 2-3 Nov., pp.14-20.

2. Agnes, W. S. (2012). Relationship between participation in the webinar & students’ behaviours & engagement in online learning. Master Thesis, University of Toronto.

3. AlQbailat, N.M.I. (2019). Internet linguistics: A conversational analysis of online synchronous chat & face-to-face conversations of EFL undergraduate students in Jordan. PhD Dissertation, Universidad Carlos III de Madrid, Spain.

4. Al-Rubai’i, A.M.H., & Mohamad, M.S. (2019). A critical discourse analysis of the language of webinars: Politics building task. Journal of University of Duhok, 22.2, 349-364.

5. Başaran, B.Ç. (2014). Webinars as instructional tools in English language teaching context. Master Thesis, Middle East Technical University, Turkey.

6. American English Webinars (2020). YouTube AE Live webinars. Retrieved from https://www.youtube.com/channel/UCBQ58amRJh3anfDtob6sBSQ (accessed: 15 September, 2020)

7. Charbonneau, I. (2020). Social presence & educational technologies in an online distance course in Finnish higher education: A social constructivist approach. Master Thesis, Stockholm University.

8. Clay, C. (2012). Great webinars: How to create interactive learning that is captivating & fun. California: Pfeiffer.

9. Doherty-Sneedon, G., Anderson, A., O’Malley, C., Langton, S., Garrod, S., & Bruce, V. (1997). Face-to-face & video mediated communication: A comparison of dialog structure & task performance. Journal of Experimental Psychology: Applied, 3 (2), 105-125.

10. Drabkina, I.V. & Tanchuk, A.S. (2020). Discursive markers of webinars on teaching/learning English. European Proceedings of Social & Behavioural Sciences, 105-117.

11. Emre, S. (2019). Webinars for teaching English as a foreign language & for professional development: Teacher perceptions. Master Thesis, İhsan Doğramaci Bilkent University, Turkey.

12. Fetisova, S., Podkamennaya, E., & Nevolina, K. (2018). Developing professional foreign language skills through webinars as online tool. SHS Web of Conferences, 50, 1-6.

13. Gee, J., & Green, J. (1998). Discourse analysis, learning & social practice: A methodological study. Review of Research in Education, 23, 119-169.

14. Gegenfurtner, A., & Ebner, C. (2019). Webinars in higher education & professional training: A meta-analysis & systematic review of randomized controlled trials. Educational Research Review, 28, 3-19.

15. Heritage, J. (2020). Foreword. In Waring, H. & Reddington, E. (eds.). Communicating with the public: Conversation analytic studies. London: Bloombsbury Academic, pp.1-6.

16. Ho, C.H., & Swan, K. (2007). Evaluating online conversation in an asynchronous learning environment: An application of Grice cooperative principle. Internet & Higher Education, 10:1, 3-14.

17. Hoeldtke, K., & Raake, A. (2011). Conversation analysis of multi-party conferencing & its relation to perceived quality. IEEE ICC 2011-International Conference on Communications, Kyoto, Japan, 5-9 June, 2011.

18. Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G.H. Lerner. (Ed.). Conversation analysis: Studies from the first generation. Amsterdam: John Benjamins Publishing, pp.13-31.

19. Jonassen, D., & Remides, H. (2005). Mapping alternative discourse structures onto computer conferences. International Journal of Knowledge & Learning, 1:1/2, 113-129.

20. King, A.H. (2018). Doing being the moderator: Use of “respondent selection” during webinar Q&As. Teachers College, 18 (1), 23-30.

21. Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open & Distance Learning, 12(3), 19-38.

22. Mihai, A. (2014). The virtual classroom: Teaching European studies through webinars. European Political Science, 13, 4-11.

23. Mohorovicic, S., Lasic-Lazic, J., & Strcic, V. (2011). Webinars in higher education. 2011 Proceedings of the 34 th International Convention MIPRO, 23-27 May, 2011, Opatija, Croatia, 1271-1274.

24. Moore,C., Fisher, T.,& Baber, E. (2016). Virtually unknown: Teacher engagement in an online conference. ELT Journal, 70 (2), 200–211.

25. Newman, B. (2013). Best practices for training webinars. Westchester County Business Journal, 9(31).

26. Reneland-Forsman, L., & Magnusson, M. (2019). Supporting scholarly thinking in a Nordic teacher education webinar practice. Journal of University Teaching & Learning Practice,16:2, 1-14.

27. Ruiz-Madrid, N., & Fortanet-Gómez, I. (2017). An analysis of multimodal interaction in a webinar: Defining the genre. In C.Vargas-Sierra. (ed.). EpiC series in language & linguistics. Vol.2, 274-282.

28. Shi, S., Mishra, P., & Bonk, C.J. (2004). Linkage between instructor moderation & student engagement in synchronous computer conferences. Association of Education Communication & Technology (AECT) International Convention, Chicago, Illinois.

29. Stein, G., Shibata, A., Bautista, M., & Tokuda, Y. (2010). Webinar: An initial experience with web-based real time interactive clinical seminars for Japanese medical students. General Medicine, 11(2), 87-90.

30. Stoytcheva, M. (2018). Students’ perceptions of online collaboration in a distance learning French language course. AIP Conference Proceedings 2048, 8-13 June, Sozopol, Bulgaria, 020030.

31. Sutton, L.M. (2012). Factors affecting quality discourse & knowledge construction in an online university course. PhD Dissertation, North-central University, Arizona, USA.

32. Tan, S.-C., & Tan, A.-L.(2006).Conversational analysis as an analytical tool for face-to-face & online conversations. Educational Media International, 43(4), 347-361.

33. Traum, D.R., & Hinkelman, E. (1992). Conversation acts in task-oriented spoken dialogue. Computational Intelligence, 8(3), 575-599.

34. Wang, S.K., & Hsu, H.Y. (2008). Use of the webinar tool (Elluminate) to support training: The effects of webinar-learning implementation from student-trainers’ perspective. Journal of Interactive Online Learning, 7 (3), 175-194.

35. Warren, A.N. (2018). Navigating assigned roles for asynchronous online discussions: Examining participants orientation using conversation analysis. Online Learning, 22 (4), 27-45.

36. Webinar. 2021. In Merriam-Webster.com. Retrieved from https://www.merriam-webster.com/dictionary/webinar (accessed: 15 January, 2021).

37. Wen, W., Yang, D., & Rose, C.P. (2014). Linguistic reflections of student engagement in Massive Open Online Courses. The 8 th International AAAI Conference on Weblogs & Social Media, June 1-4, 2014, California, USA, pp.525-534.


Review

For citation:


Abdulsada M.N. Translanguaging Knowledge Remotely: the Analysis of an Academic Webinar. Professional Discourse & Communication. 2021;3(4):33-50. https://doi.org/10.24833/2687-0126-2021-3-4-33-50



Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


ISSN 2687-0126 (Online)