Software Review: WeSpeke

Transcription

1 Software Review: WeSpeke JANEL PETTES GUIKEMA Grand Valley State University EVALUATION OUTLINE Product Type: Language(s): Level Activities Media Format: Operating System(s): Hardware Requirements Supplementary Software Documentation Online Price Web-based video chat At the time of review, the majority of users are French learners/speakers, but support for Spanish has recently been added. Portuguese, German, and Italian are scheduled to be supported before the Fall 2013 semester. Beginning, intermediate, advanced (adolescent or adult) Video or audio chat, text-based asynchronous or synchronous chat, asynchronous messaging, and project-based learning Online Windows and Macintosh, any operating system that supports current web browsers Webcam, speakers (headset recommended), microphone Flash player, current web browser (Chrome, Safari, Firefox or Microsoft Internet Explorer) Teacher Resource Guide Free as of the publication of this review GENERAL DESCRIPTION WeSpeke is a new social networking tool designed for language learners and teachers, based on the premise that the best way to learn a language is from someone who speaks the language and shares your interests (WeSpeke, n.d.). WeSpeke provides a free venue for making connections with other speakers so that anyone, anywhere, at any time can teach, learn or practice languages and exchange cultures. The WeSpeke homepage offers five different options or tabs at the top: Stream, Conversations, Profile, People, and Invitations; each will be explained below. The Stream is a list of text conversations, similar to a Twitter feed, where users propose topics to discuss with others on WeSpeke. This is a quick and easy way to find others who would like to chat about common interests. With a mouse-over of a person s name (first name, last initial), a quick view of the profile appears (Figure 1). CALICO Journal, 30(3), p-p doi: /cj

2 Software Review Figure 1 Personal profile visible in the Stream The personal profile reveals basic information (first name, last initial, age range, gender, location, and hometown) as well as an optional photo and short description. The profile also indicates the user s role (teacher or learner), native language, and the language being taught or learned. Language learners rate their oral proficiency on a scale from 1 Beginner/ Not quite ready for a conversation to 5 Superior/Able to communicate with near-native fluency, which is visible in the profile as 1 to 5 blue dots (see Figure 1). To select a conversation from the stream and invite a person to chat, the user simply clicks on the envelope/video camera icon. A new window pops up with a scheduling tool and a space for a short message: Figure 2 Invitation to Video Chat In Conversations, the user has the option of seeing recent posts, which is the same list found under Stream, or an alphabetical list of topics from recent conversations. Topics 466

3 Janel Pettes Guikema range from very broad (e.g. food and drink, music, news, sports) to rather specific (e.g. Cyprus, F. Hollande, rugby). The Profile option allows the user to view his or her profile as others see it and to post messages directly to the Stream. Under the People tab, users can search through the community of WeSpeke users and filter according to availability, native language, gender, age range, role (learner/teacher), school name, and first name (see Figure 3). Figure 3 List of users To connect with someone, the user simply clicks on Message to write an invitation and propose chat times using the scheduling tool (see Figure 2). Finally, the Invitations tab shows any invitations extended or received. Figure 4 Video Chat Screen The video chat screen (Figure 4) displays the video in the middle, surrounded by a number of facilitative tools available to both speakers. Users may select the language being spoken (any changes will affect display language as well), propose a new subject, or share a word or phrase. If help is needed in oral expression or comprehension, users can use the support tools: Write it, Slow down, Say again, or Rephrase, which are further explained below. These support tools provide for a pedagogical framework for second language acquisition that is unique to WeSpeke. Other features include topic tags to allow language partners to agree on the topic of the exchange, a Google translate window, and a timer that 467

4 Software Review shows the length of the conversation. The user is able to turn on and off the audio and video components, as they feel comfortable. WeSpeke will soon allow users to develop detailed profiles and use the profiles to find language partners with complementary language interests and common life interests (e.g., music, sports, hobbies, food, etc.). WeSpeke will also allow teachers to profile schools and classrooms in order to match groups of users for classroom assignments, projects, and homework. EVALUATION Technological Features WeSpeke is easy and quick to set up, and new users can take a brief guided tour demonstrating all the features of the site. After registration is complete, a set-up test first verifies that screen resolution, browser, and Flash Player will support WeSpeke. Hardware connection tests are then run, which can take up to 30 seconds; finally, it tests the webcam and microphone to verify that the settings will support the video or audio chat. There appear to be no delays in loading webpages, but a minor delay between speakers did occur during a video chat when WeSpeke was tested for this review. WeSpeke supports all modern web browsers Chrome, Safari, Firefox and the Internet Explorer 8+. Currently, WeSpeke is not compatible with tablets (ios or otherwise), but the company is actively working to add support for these devices. The overall appearance is aesthetically appealing, and the video chat screen is easy to navigate. The Feedback and support tab is visible on every screen and allows users to make specific inquiries, view other questions and answers, and provide feedback to other users. To ensure that the online community remains a safe environment used for its intended purposes, users can click on the exclamation point icon at any time during a video chat to report inappropriate behavior as defined clearly in the WeSpeke code of conduct. 1 Inappropriate behavior is logged and addressed by WeSpeke on a case-by-case basis and could lead to users being expelled from the site. Activities (Procedure) The main activity of WeSpeke is interpersonal communication via video, audio, or textbased chat and asynchronous messaging. WeSpeke allows users to choose the level of interaction with a language partner and progress to full immersion as the relationship develops. Language learners are connected with native speakers so they can discuss shared topics of interest, while building relationships and engaging in an authentic linguistic and cultural exchange. Finding and connecting with other users is simple and generally efficient thanks to the messaging and scheduling tools. At the time of this review, WeSpeke remains in its early stages, and the number of available users is limited largely due to the registered user populations separated by six time zones. When the author searched for people who might be online and available to speak, very few users were actually available to chat. When scrolling through the stream of posts, there are many chat requests, some of which are repeated several times and express a sense of urgency, clearly because the activity is a course requirement. In the future, as more language learners and teachers join the WeSpeke community, this may improve. Communication problems will inevitably occur as language learners chat with native speakers. In these situations, in order to reach a clear understanding of each other, speakers must engage in negotiation of meaning using strategies, such as asking for clarification, rephrasing, or checking for comprehension (Long, 1996). WeSpeke has facilitated this process by allowing users to click on Write it, Slow down, Say it again, or Rephrase at any time during the chat (see Figure 4). The respective messages 468

5 Janel Pettes Guikema displayed for the other user are Please write what you just said, Please speak more slowly, Please repeat what you just said, and Please say more simply. If speakers are unable to communicate a word or idea, they may use the Google translate tool at the bottom of the screen, or they may write it in the Share a word window. These tools for maintaining the conversation are a unique feature of WeSpeke and set it apart from other platforms, such as Livemocha and busuu, which offer basic video chat with native speakers as part of a more structured and comprehensive online language learning program. The tools may be helpful for beginning language learners struggling to communicate, and their mere presence on the video chat screen may, in fact, increase learners awareness of gaps in their knowledge or ability and of the necessity of negotiating for meaning. However, these tools may also contribute to a more artificial exchange where negotiation of meaning through oral expression is actually discouraged, where speakers can simply click on Write it if they don t understand or use the translator to avoid circumlocution. Therefore, while the tools may help a novice speaker feel more comfortable and become more aware of communication strategies, intermediate and advanced level speakers would do well to avoid using them in order to benefit from a more authentic interpersonal exchange. Perhaps in the future an option to turn off these tools for more advanced learners could be added. Teacher Fit (Approach) Teachers will be interested in WeSpeke for its potential to expand language learning beyond the textbook and the classroom, providing teachers and students with optimal resources and tools for second language acquisition and cultural exchange. WeSpeke provides a way for learners to connect with an international community of language learners and native speakers so they can engage in an immersive experience, using language as a tool in meaningful interaction about interesting, relevant topics. Essentially, it helps users learn languages in the most natural way possible by speaking them! (WeSpeke, 2013), underscoring the importance of interaction and output in language acquisition (Long, 1996; Swain, 1985, 1993). WeSpeke also promotes the intercultural experience as inseparable from the development of linguistic proficiency. Students will discover cultural and personal differences, and then they must navigate through them in order to have meaningful interactions (WeSpeke, 2013). Not only are speakers learning about culture and enhancing their awareness and understanding, they are also developing pragmatic competence (Bachman, 1990), an aspect of language learning often neglected in the classroom environment (Kasper, 1997). WeSpeke can be used in the language education curriculum or as a homework resource. The Teacher Resource Guide proposes a series of projects adaptable to any level or language, all promoting language as a tool not only for communication but also for reflection and critical thinking about cultural comparisons. This project-based approach engages learners in exploring a topic with a native speaker via WeSpeke, after which they transform their findings into something creative (WeSpeke Teacher s Resource Guide, 2013) as an outcome of the task. The projects can range from 2 to 6 weeks and have specific learning objectives, step-by-step descriptions, and a scoring rubric for each that addresses all 5 of the standards proposed by the American Council on the Teaching of Foreign Languages (ACTFL): Communication, Comparisons, Cultures, Communities and Connections (National Standards, 1999). One project, A Day in the Life, involves talking with 5-7 peers in the target culture about their day-to-day activities, followed by an indepth cultural comparison of similarities and differences in daily routines, activities, and schedules for peers of the same age group. The analysis, which effectively integrates the products, practices, and perspectives of the target culture, is then presented orally to classmates. In the Cultural Encyclopedia project, students first create and revise questions 469

6 Software Review on an assigned topic and, then, they discuss the questions with 10 to 12 peers in the target culture via WeSpeke. Finally, they synthesize the information in writing, and all student articles are compiled into a class encyclopedia that can then be used as a reference tool on a variety of topics. The Teacher Resource Guide can be downloaded from the WeSpeke Teacher Community Resource Site ( where teachers may also share project ideas, partner classes, and receive immediate technical support from WeSpeke. As with any technological tool used for pedagogical purposes, modifications are necessary to accommodate students who do not have access at home. Suggested adaptations include inviting a native speaker into the classroom via WeSpeke or offering extra credit for students who chat with native speakers and journal about the experience. Learner Fit (Design) WeSpeke can be used for learners of any proficiency level and is supremely adaptable to learner interests. WeSpeke may be intimidating for learners new to social networking or video chat, who may be uncomfortable with the unpredictability and lack of structure of a real conversation with a native speaker. However, as mentioned above, the facilitative tools may help learners feel more comfortable with the overall experience. Moreover, one of the strengths of the WeSpeke design lies in the variety of ways it offers for engaging in communication. Users can find native speakers whose status is available and invite them to chat immediately. The main drawback to this is the lack of available speakers at the time of this review. A less direct approach, which might appeal to a more timid student, entails sending a message to another user to schedule a time to chat or first joining a text-based conversation on a particular topic in the Stream. Users may also turn off the video if they prefer not to be seen. At the time of this review, a recording feature was not available on WeSpeke, but this could be beneficial for both teachers and students. Teachers could listen to excerpts of students conversations to provide feedback on oral expression, and students could strengthen metalinguistic awareness through reflection on authentic language use in one-on-one communication. Finally, the project-based instruction discussed above has real-world appeal. Learners actively explore topics of interest with native speakers and use these perspectives and information to do comparative cultural analysis and create something new to present to the class. The WeSpeke website claims that the experience of applying knowledge and skills through real conversations with native speakers may, in fact, increase learners overall motivation to learn and may better prepare them for the global job market as it strengthens their overall communicative competence. SUMMARY WeSpeke is a well-designed, user-friendly tool that offers free virtual access to native speakers who are interested in language learning and teaching. It is versatile and convenient, allowing people to connect at any time using , chat, audio, and/or video. The resource is easy to navigate and provides a variety of support tools for facilitating communication. As the WeSpeke community grows, both language educators and learners will benefit from opportunities to have authentic, immersive linguistic and cultural exchanges right at their fingertips. 470

7 Janel Pettes Guikema SCALED RATING (1 low-5 high) Implementation Possibilities: 4 Pedagogical Features: 4 Sociolinguistic Accuracy: 5 Use of Computer Capabilities: 5 Ease of Use: 5 Overall Evaluation: 4.5 Value for Money: N/A PRODUCER DETAILS Mike Elchik, Founder and CEO of WeSpeke 381 Mansfield Avenue, Ste 115 Pittsburgh, PA NOTE 1 The WeSpeke Code of Conduct identifies 5 rules for appropriate behavior: No intolerance, offensive language or hate speech, sexual harassment, intimidation or bullying, or invasion of privacy. REFERENCES Bachman, L. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press. Kasper, G. (1997). Can pragmatic competence be taught? (NetWork #6) [HTML document]. Honolulu: University of Hawai'i, Second Language Teaching & Curriculum Center. Retrieved May 8, 2013, from Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp ). San Diego: Academic Press. National Standards in Foreign Language Education Project (NSFLEP). (1999). National standards for foreign language learning: Preparing for the 21 st century. Lawrence, KS: Allen Press. Swain, M. (1985). Communicative competence: Some roles of comprehensive input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp ). Cambridge, MA: Newbury House Publishers. Swain, M. (1993). The output hypothesis: Just speaking and writing aren t enough. The Canadian Modern Language Review, 50, Wespeke Inc. (2013). Wespeke Teacher s Resource Guide. Retrieved July 29, 2013, from REVIEWER S BIODATA Janel Pettes Guikema is Associate Professor of French at Grand Valley State University. Her research interests include technology-enhanced language learning, second language acquisition, and language teacher education. REVIEWER S ADDRESS pettesj@gvsu.edu 471