Online Teaching Architecture and Affordances for Learning: A Qualitative Investigation of Language Teaching Videos

Project: Research

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Digital communications technology now plays an influential role in language teaching. In particular, the use of video is becoming widespread and yet teachers still know relatively little about how effective videos are designed. The importance of adopting online videos for teaching is highlighted in the post-COVID world whereby teachers all around the world have to create online video lessons. Nevertheless, teachers' lack of understanding and training in video production has become a challenge.The proposed project will focus on online language teaching videos created by experts and semi-professionals alike, an underexplored area at the intersection of technology and language teaching. There is a general lack of understanding of the design of language teaching videos, how expertise is constructed by online teachers, and how these videos afford opportunities for learning. The proposed project will aim to fill these gaps by focusing on: 1) identifying and explaining the ‘teaching architecture’ of selected online language teaching videos based on a list of quantitative and qualitative criteria that showcase best practice; 2) explaining how expertise is constructed discursively and multimodally by online teachers; and 3) identifying instances of learning to shed light on the pedagogic effectiveness of these videos.20 videos showcasing best practice will be analysed using multimodality and translanguaging. Multimodality is an approach to communication which focuses on the affordances of a range of semiotic resources and is helpful in systematically accounting for the multiple modes used in creating the videos. Translanguaging is an approach that foregrounds the creative and strategic deployment of the social actors' full repertoire of resources. This will be used to make sense of the complex process of meaning-making which involves the mobilisation of resources that these online teachers possess over time. In addition to the analysis of videos, 10 online teachers will be interviewed in order to unpack how these social actors orchestrate multimodal resources, and how their life experiences and histories play a role in the design of the videos. Comments generated by the 20 selected videos will be analysed using interactional analysis.The findings of this project will lead to the development of a pedagogical model for online teaching video production that can serve as a blueprint for other teachers to follow. The project findings will also increase online teachers' profile as legitimate stakeholders in language teaching. The project will also provide a new theoretical model of using multimodality and translanguaging to analyse teaching videos. 


Project number9048235
Grant typeECS
Effective start/end date1/01/229/06/23