Technology as a mediating tool: videoconferencing, L2 learning, and learner autonomy

This study qualitatively and quantitatively investigated synchronous (real-time) computer-mediated communication (SCMC), via Zoom (https://zoom.us) videoconferencing, to explore second language (L2) learning and learner autonomy. Twenty-five L2 Spanish participants (n = 25) from the same university utilized SCMC over a 6-week implementation period. Utilizing Little’s (1991 Little, D. (1991). Learner autonomy: Definitions, issues and problems. Dublin: Authentik. [Google Scholar]) pedagogical principles of autonomous learning, as noted in parentheses, participants were randomly assigned to 2–3 member groups of the same class level to synchronously meet weekly (learner engagement), discuss course-related topics in Spanish (use of the L2), and complete surveys with Likert-scale questions (reflection). By using patterns that emerged from the data, the researcher contextualized the use of the L2 and learner engagement principles (Little, 1991 Little, D. (1991). Learner autonomy: Definitions, issues and problems. Dublin: Authentik. [Google Scholar]) into the three main categories of Grammar, Interaction, and Weeklyto code transcribed Zoom sessions via NVivo. Coding results, as well as significant average differences between pre- and post-surveys, revealed that Zoom was an effective tool that can be used by participants for SCMC course-related activities to develop learner autonomy and create an authentic language experience. Results also showed that interaction and engagement were dependent on language level and SCMC among peers from the same university was a valuable tool for L2 learning and teaching.