Fluent Interactions: Comparing conversations in online and face-to-face L2 French language learning classrooms to see if there is an impact on the motivation of learners

Comparing virtual and face-to-face interactions in language learning classrooms, this study aims to understand how the smoothness of turn-taking, interaction quality, and the presence of visual cues (such as body language) influence adult learners’ motivation to continue studying French in Quebec. We intend to conduct this through a mixed methods approach. Controlled experiments manipulating turn-taking conditions and visual cues will assess their effect on communicative reward and motivation of L2 French learners (generating quantitative data). Following these experiments we will have discussions with the participants about what factors make L2 language learning rewarding in each setting. This will provide qualitative insights into L2 learning motivation factors. This project is designed to replicate our current study which is conducting these experiments in the context of L2 Welsh adult learners. Comparing the findings of both studies will allow us to examine whether the findings are consistent cross-culturally and develop effective pedagogical strategies for policymakers and educators to sustain language learning motivation in adult learners globally. This study will facilitate a collaborative link between McGill and Cardiff Metropolitan University, leveraging the unique suitability of Welsh and Canadian contexts for comparative language education research and fostering a specialised cross-cultural knowledge exchange.

Faculty Supervisor:

Susan Ballinger

Student:

Partner:

Cardiff Metropolitan University

Discipline:

Sociology

Sector:

Education

University:

McGill University

Program: