Judi Franz, UC Irvine Akemi Morioka, UC Irvine The Power of Desktop Videoconferencing

 Shimizu-sensei sent to UCI through a special project sponsored by the Japanese Ministry of Education  Sought out Japanese instructors and observed several classes

 Shimizu-sensei returns to position at Namerikawa High School in Toyama Prefecture in early 2002  In October of 2002, the first Japanese Video Conference is held between 12th graders in Japan and UCI students who are taking a range of 1st-4th year Japanese language class

 In March, 2003, Shimizu-sensei started a new job at Toyama College of Foreign Languages  Students “meet” 7 times during Fall and Spring quarters, 3 times during Winter quarter  Additional interaction via online message board when it was integrated into curriculum  Some UCI students have traveled to Japan and participated in the JVC from the other side, and one student from Japan came to UCI, as well

Monday pmTuesday am

 As of January, 2007 the JVC moved to the Humanities Instructional Resource Ctr.  Use PolyCom and Skype for group and individual interaction  iMacs using built-in iSight cameras in Irvine  PCs running Windows XP and external web cams in Toyama

 Build confidence  Increase motivation  Lower affective filter  Non-verbal communication  Cultural exchange  Negotiation of meaning  Synchronous vs. asynchronous

Content  UCI students speak in Japanese, and students in Japan speak English most of the time. However, there is frequent code- switching.  Content has been determined sometimes by Shimizu-sensei and sometimes by UCI instructor, depending on research and curricular issues

 A new school year in Japan, discussion of blood type  Education system  How to treat other people  New Year’s traditions  Over-arching Theme: Journey/Travel  Images of Japan, Nature and Geography  Things to do in Japan  Staying in Japan −Living Accommodations  Cultural Difference ‘Enryo - hesitation/reservation due to consideration for others’  President Obama

 Lower affective filter  Build confidence and self-efficacy (helping partner with English)  First-hand information  Cultural exchange  Authentic, genuine communication  Negotiation of meaning  Increased motivation for learning Japanese

“Language learners are not just communicators and problem solvers, but whole persons with hearts, bodies, and minds, with memories, fantasies, but embodied experiences, emotional resonances, and moral imaginings.” – Kramsch, 2006: 251

 Survey conducted Spring 2008  Results somewhat mixed regarding preference for group or individual interaction Results  Technical issues sometimes interfered  Enhanced understanding of both language and culture

“I've found JVC to be very interesting and fun. It's an interactive and different way for us to learn to communicate with people who speak the language we're trying to learn. We also get a sense that we are helping them out, as well. I feel like everyone benefits from it. Having a targeting (sic) discussion also helps us to learn more about each other’s culture, and we can therefore lose any stereotypes we may have about one another. Also, we get to learn to be patient with one another. If my partner stumbles in English, we can work together to find the right word. And if I stumble in Japanese (which is more likely), we can find a meeting ground to discover what it was I was going to say. All in all, JVC is a very innovative way to make learning about Japanese culture and language really stick in one’s mind.”

“When we were first told that we would have to participate in JVC meetings, I was rather intimidated and nervous since I lacked confidence in my Japanese. But when we finally started and I saw a friendly, smiling face from the other side of the camera, I felt immediately reassured. Talking to everyone these last couple of weeks has been incredibly fun and being able to meet and make new friends has made me very happy.”

The first time I did JVC, I was kind of nervous if not irritated, especially because I feel that my Japanese speaking is not very good compared to my class mates. However, as time went on, I began to get used to initiate a conversation in Japanese and enjoy it overtime. Although learning and being competent in the language is still a long way to go, and I am sure I will run into more obstacles; nonetheless, I will continue to do so with confidence. JVC has provided such kind of confidence to me. In addition, JVC also provides a 1 hour "escape" from the ordinary Irvine life style that I am living in everyday. I was able to get a glimpse of the Japanese life style that my conversation partners have.

the jvc meetings are very good. they are a good way of interacting with native japanese speakers. i learn a lot from our one-to-one conversations. I'm glad that we are able to practice our japanese speaking skills with them as well. it would be good if they could think about the topic and talk about it more. sometimes there are pauses during the conversation, when we should be talking about the topic we were assigned. sometimes our conversation goes off topic and we don't have time to ask our questions. it would be good if they initiated questions for us to answer as well. i usually am the one to ask questions first about something about our topic. when i ask questions they are good to answer in english, and they are helpful in answering my questions. i have many questions about japan, so i am glad to have their help. i think the one-to-one conversations work well for our learning

JVC meetings are a great way to enhance our speaking abilities! The people we Speak to are always friendly and sociable, so it’s not difficult to get along. It really tests our knowledge of the Japanese language and is similar to a simulation of what might happen if we were to tour Japan and had to get through with whatever we know at that point. It’s intimidating though because the students there are extremely skilled in the English language, but it encourages us to get better and to study more. Personally, the sessions go on a little too long and learning in class seems like it should be more of a priority, but they’re fun nevertheless.

I really enjoy JVC and I feel that it is helping me speak quickly in Japanese. I think one of the most important things is to converse in Japanese quickly and without translating from English. I also enjoy meeting new people and listening to what they have to say about the topics we've had. Lastly JVC also helps the TCFL students speak English. I think JVC is awesome!

I think that the JVC Conferences have been very valuable to my learning Japanese. This is because I am getting a "genuine" experience of sorts by speaking to native Japanese speakers in their own country. I was very surprised and amazed at how good at English they are! It was also good to have them help me on my own Japanese when I didn't know how to express something. I also think it's lots of fun learning about the Japanese people on a personal level by talking to them one-on-one and getting to know them and what they enjoy in life. Overall, it is a very good experience and I am glad that I have been able to be a part of it so far!

I think JVC is a very helpful exercise for us. We learn vocab and grammar in the classroom, but we lack in practicing these words and phrases in conversation. That is where JVC steps in and allows us to really practice and use all that we have learned with a native speaker. We discuss interesting topics with our partner, and we both get to learn different perspectives about each other. そして、私たちは日本語をれんしゅうしながら、楽しみます！ 私は JVC にさんかできて、とてもうれしいです。

“I really enjoy the JVC meeting sessions. I took AP Japanese in high school, and the listening prompts were always make pretend chats with Japanese students via prerecorded messages. Those were static and pretty mechanical. But the JVC meetings are the real thing: it enriches my learning of Japanese by letting me speak to real Japanese speakers. Meeting people in Japanese is also an amazing experience because I get to learn about people my age in Japan. It's my first time interacting with Japanese students, so it is very helpful and fun.”

 Language level of students on both ends  Number of students on each side  Technical issues: how to troubleshoot, having tech support on both sides, set up generic accounts with easy login/passwords  Time zones, and time changes

Thank you! Any questions?