Abstract

Video Conferencing tools like Zoom have provided new avenues for authentic learner interaction in second language (L2) learning, supporting research that highlights the role of interaction in facilitating L2 acquisition (e.g., Putri et al., 2021; Swain, 1985). For instance, according to Long’s (1996 et seq.) Interactionist Approach, it is hypothesized that learners acquire language most effectively when they engage in meaningful communication and negotiate meaning with others. Zoom aligns with this approach by providing authentic virtual interaction opportunities (Zhao & Lai, 2023).
This study draws upon Cardoso’s (2022) chronological framework for examining technological tools for L2 learning. Specifically, it focuses on stage 2 of the framework, which involves assessing the pedagogical potential of an existing technology. Following Long’s (1996) Interactive Approach, the study explored how Zoom’s features can be leveraged to promote interactions by providing learners with access to the L2 input (e.g., listening) and promoting opportunities for output (e.g., speaking) and negotiation of meaning (e.g., to solve a communication breakdown). Our analysis suggests that most Zoom features fulfil the criteria set forth by the Interaction Approach. For instance, Breakout Rooms and Polls/Quizzes have the potential to increase student engagement and provide immediate feedback. Students can also collaborate in Video Conferencing and Chats within Breakout Rooms to engage in meaningful exchanges that drive L2 learning. Our discussion of these analyses highlights Zoom’s potential as a versatile platform for language learning, offering significant benefits for both synchronous and asynchronous L2 learning.