Some videoconferencing software may be use in teaching-learning foreign language - Part 2

Chủ nhật - 27/07/2014 22:49
2. Integrated software in a dedicated hardware device or specifically designed for a fixed hardware:
The advantage of this type of software is the quality of sound and image is relatively high, because the software is integrated into the hardware. The system features support four skills in foreign teaching and learning: Listening (call / video chat, audio chat...); Speaking (call / video chat, audio chat); Reading (text messages, screen sharing...) and Writing (text messaging, screen sharing...). However, the system do not offer any features related to the interactive exercises (QCM...); there is not calendar for classes, authorization for class members (teachers, students...), and study reports. In economic terms, as the hardware and software for commercial use, the investment cost can be high, it can only be deployed in two or a certain number of learning points, and it cannot be equipped for individual users (teachers, learners...). To join the course, the teachers and learners have to arrive to certain locations which have equipment set. Therefore, when using this type of software, we should apply the model of blended learning, and only apply the implementation for bilateral cooperation programs (there are 2 locations fixed for the teaching and learning). Some examples of videoconferencing software systems:

2.1. Multi points video conferencing system software f-rom Sony: PCS-VCS HD / SD (High Definition / Standard Definition) (Communication Server software) - provides a virtual conferencing communication environment, and support multi-point connection for two or 3 points and up to 500 different points. Sony also extends the possibility to connect to Windows PC anywhe-re with the broadband networks through PCS-EP Endpoint software. With this virtual conferencing communication, visual meetings can be virtually conducted f-rom any remote location. This software allows flexibility and expendably the connection between the videoconferencing products of Sony.

2.2. RealPresence videoconferencing system software f-rom Polycom: The two software versions of "Polycom RealPresence Mobile" and "Polycom RealPresence Desktop" enhance the ability to share content while expanding on many devices produced by Apple, LG, Samsung and Sony; the ability to extend video collaboration and high quality content to multiple smartphones, tablets. Polycom RealPresence Mobile lets users easily connect to tablets, smartphones running iOS and Android with other standard video system at anywhe-re as moving on the road, remote areas... In addition, the software can share many file formats, such as jpg, png, html, PDF, PowerPoint, Excel and Word which stored on the device or in the cloud storage services; can remotely control the camera; connect a tablet with the Polycom videoconferencing system by wireless connection; can control all functions of a videoconferencing such as adjust the volume, turn off, restart, stop by the Polycom RealPresence through a tablet... Polycom RealPresence Desktop is a high quality video collaboration system for computers running Windows, Mac; with the connection f-rom anytime and anywhe-re, it aims to increase the benefits of the videoconferencing system.

3. Web-based software
The advantage of this type of software is the deployment is very easy, because teachers and students do not have to install; they can use an Internet browser to participate in teaching and learning sessions. Some systems allow the free download to install on the server of training institution, making favorable conditions for modules adding, and development on specific features. The system features support four skills in foreign teaching and learning: Listening (call / video chat, video / audio messaging); Speaking (call / video chat, video / audio messaging); Reading (text messages, slideshows, screen sharing...) and Writing (text messaging, screen sharing, sending files, forum...). The system has a calendar for classes, an authorization for class members (teachers, students...). However, the system do not offer any features related to the interactive exercises (QCM...), and study reports. Therefore, when using this type of software, we should apply the model of blended learning. Some examples of videoconferencing software systems:

3.1. Bigbluebutton (BBB) System: The system include 15 different open source software (Red5, Asterix, Nginx, BBB, Tomcat,...) running on PC, Mac, and Unix. This is a free system of video conferencing software which can be redesigned to a virtual classroom format - simulation of different tools in traditional classroom, especially in foreign language classroom - can transmit pictures, sounds, movies, text... It has been divided into different modules. The system's interface is user-friendly for online teaching and learning. BBB system differs f-rom other systems in that it supports an unlimited number of webcam screens; supports the online slideshow with many file formats (PDF, PPT, images...) and supports the sharing of all or a part of the computer screen. There are three main privileges in the BBB system: learners, teachers / trainers; and moderators (may be included the privileges of teachers). The system can support the teaching of the four language skills: listening, speaking, reading and writing in the foreign language curriculum.

3.2. Adobe Connect System: Similar to BBB system, but Adobe Connect is commercial software, sold under the copyright. Adobe Connect system has some key features such as broadcasting the video of teachers; play audio (voice, sound); PowerPoint presentations; screen slideshows to share other applications; screened windows sharing; chatting room; files transfer; exchange forum...

Videoconferencing - a tool to be applied in foreign language teaching and learning - cre-ates a favorable environment for communication and exchange of lesson content and support the good classroom management, to ameliorate the acquisition competencies of learners, to improve the quality of training, to motivate the learners and teachers. However, for the moment, depending on some technical conditions, when there is the need to deploy to the language training programs, we should choose the model of blended learning between learning in regular classroom and learning on the videoconferencing which can be a tool to supplement the learning. When we want to deploy a language training programs entirely online, in addition to pay special attention to the teaching staff, the program development, the curriculum, we have to build a content management system which support the interaction, the assessment... for a successful online language training program.

  1. Blandin, B. (2004). Historique de la formation ouverte et à distance. Actualité de la formation permanente, (189), 69-71.
  2. Drissi, M. M. H., Talbi, M., & Kabbaj, M. (2006). La formation à distance: un système complexe et compliqué. Revue de l’EPI (Enseignement Public & Informatique).
  3. Pascal Marquet, "e-Learning et conflit instrumental", Recherche et formation [En ligne], 68 | 2011, mis en ligne le 01 décembre 2013, consulté le 14 avril 2014. URL:
  4. Tsukamoto, M. & al, (2009). Using Skype© to connect a classroom to the world: Providing students an authentic language experience within the classroom. In CamTESOL Conference on English Language Teaching.
  5. Marcelli, A. & al, (2005). Utilisation de la visioconférence dans un programme de FLE: tâches communicatives et interactions orales. Apprentissage des langues et systèmes d'information et de communication, 8(1), 185-203.
  6. Guides, support documents f-rom official website of ooVoo, Skype, Yahoo!, Google, Camfrog, Sony, Polycom, Adobe and BigBlueButton.

Tác giả bài viết: Tang Ba Hoang, Tran Minh Tuan, Vu Thanh Yen

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