情報処理学会 インタラクション 2016
IPSJ Interaction 2016

161B16
2016/3/2

BiTak: A Half-duplex Dual-lingual Video Chat toImprove Languages Proficiency both of Japanese andInternational Students
Bui Ba Hoang Anh1

西本 一志2

Abstract: In this paper, we propose a video chat system named BiTak which employs strict turn-taking
dual-lingual communication using recording function. BiTak aims to motivate the dual-lingual conversation
between Japanese and International students as well as to identify the mutual benefits through this kind ofconversation for the need of improving simultaneous bilingual acquisition. The two most outstanding featuresof BiTak is following two functions: 1) a strict turn-taking function by discretely recording each utterance
and 2) a text chat function related to each recorded utterance. We conducted a preliminary experimentto evaluate the eﬀectiveness of BiTak and found that strict turn-taking function favorably boost students
speaking skills while recording function failed to meet the expectation.

1. Introduction2011)[3]. Some conventional ways of learning languages
have

been applied such as attending classes, group dis-Among the global community in which English is in-cussion and learning, self-study. Apparently, there is notcreasingly considered the predominant international lan-the most appropriate method, people learn in diﬀerentguage, Japan presents a particularly compelling case ofways at diﬀerent paces, and the most eﬀective way may

learning English. On the other hand, more and more

involve not one but a mixture of diﬀerent techniques.

foreigners study Japanese for their profession, language

Language learning, much like language itself, might bechoice or living in Japan. However, there are lots of diﬃ-

an inherently social pursuit. Kimber, L. (2014) recom-culties to study languages. Japanese students experience

mends providing more opportunities for interactions be-great obstacles in studying English, due to fundamental

tween Japanese and internationals [4]. Being inspired by

diﬀerences in grammar and syntax, as well as importantthat recommendation, our study suggests building an on-

diﬀerences in pronunciation. According to Galloway, N.

line environment for both Japanese and internationals to(2013), there are several factors influence Japanese stu-talk freely using both English and Japanese. We pro-dents

attitudes in learning English such as pedagogicalpose a video chat system named BiTak that employs strict

beliefs, stereotypes, future goals and motivation[1]. On

turn-taking dual-lingual communication using Recording

the other hand, Seward, J. (1969) asserts that foreigners

function.

also have to deal with language frustration when studying Japanese[2]. They are afraid of borrowed words, maleand female speech forms, polite and non-polite speech,

Dual-lingual Communication
Myers-Scotton (2006) defines bi-/multilingual astheand anatomical terms, proverbs, dialects, and other as-

ability to use two or more languages to suﬃciently carrypects of Japanese culture. These language barriers pre-on a limited casual conversation [5]. The concept of Dual-vent people from communicating directly (Holman et al.,lingual Communication in our research is defined as two

12Knowledge
Science， Japan Advanced InstiSchool oftute of Science and Technology
Research Center for Innovative Lifestyle Design， Japan Advanced Institute of Science and Technology© 2016 Information Processing Society of Japan

languages being spoken in the conversation and understood by respective participating parties. Japanese students will use English while foreign students will speak219

情報処理学会 インタラクション 2016
IPSJ Interaction 2016

161B16
2016/3/2

Japanese though they can switch to his or her mothertongue at any time.
Strict turn-taking
In an informal conversation, talking naturally without
caring overlapping usually brings about the comfort of expressing ideas. Smooth turn-taking is an essential aspect
to coordinate one s communicative actions and interact
successfully with others. However, it is not always good
for learning a language. You may hardly recognize yourspeaking mistakes by yourself although the listeners canFigure 1 User Interface of BiTak

understand clearly. Hence, our system strictly applies theturn-taking approach by using Recording function. In oura virtual turn-taking face-to-face environment for users

system, we ask users to entirely obey the turn-taking ruleto practice dual-lingual conversation. Instead of choos-

while turning on the recording button. The rest of thising one partner s language over the other, they prac-

paper is organized as the followings. Section 2 reviews

ticerelated works and correlates them with our proposed sys-tern in which each partner actively uses his or her sec-tem. The description of our prototype system is men-

ond language and receives the partner s second language

tioned in Section 3. Section 4 describes the preliminary

in response. This video chat system will support groupexperiment to estimate the proposed system as well as

turn-taking conversations speaking Japanese and English

mentions its results. The eﬀectiveness of the system is also

in which their voices and images will be intentionallydiscussed in Section 4 by comparing two experiment ap-

recorded so that they can re-listen to utterances again

proaches, one using ”strict turn-taking” with the record-at anytime.

ing button and one without using it. Section 5 concludes
the paper.

dual-lingualpattern. It is a communication pat-

3. BiTak System
Fig.1 shows a snap shot of the user interface of BiTak.

2. Related works

We developed a web application called

BiTak

using

Recent studies have suggested some implications for thethe open source from WebRTC[8], which is a free, open

design of tools that might enhance cross-cultural groupproject that provides browsers and mobile applications

chat (Li, N., & Rosson, M. B., 2012)[6]. They recom-with real-time communications with simple APIs. The

mended computermediated communication (CMC) tools

most prominent features of BiTak is following two func-

as an important role in both work and educational mul-tions: 1) a strict turn-taking function by discretely record-

tilingual contexts. In addition, CMC tools design such as

ing each utterance and 2) a text chat function related to

Instant Annotation for tagging or side-chatting or Threadeach recorded utterance. In the following sections, theseChat which helps people organize their chat logs into

two functions are described in detail.

thread may allow global organizations to help non-native
speakers be more comfortable and more eﬀective members. Ogura, K., & Nishimoto, K. developed the voicechat system named

ChaTEL

3.1 Strict turn-taking function by discretely
recording each utterance

which can record theEach utterance in BiTak is recorded in order to giveutterances for the re-listening to achieve multithreaded

participants a chance to watch the video again to fully

voice communication (2006)[7]. The ChaTEL system isunderstand the dual-lingual situation, not to realize multi-

equipped with aas well as

threaded communication. When a person wants to talk,

functions that specify receivers of messages and relatedhe/she just needs to click on the Recording button thenmessages which make it possible to simultaneously talkhis/her voice will be automatically recorded. At the same

about multiple topics with voice communication. Never-time, others

theless, few studies have aimed to utilize video chat appli-but listen to the speaker. After the speaker finishes talk-cations for supporting simultaneous learning of multiple

ing, he/she clicks the Recording Button again, the record-languages. Our study proposes a video chat system as

ing link will appear in the main window chat (See Fig.2).

history of conversation© 2016 Information Processing Society of Japan

microphone will be oﬀ; they can do nothing220

情報処理学会 インタラクション 2016
IPSJ Interaction 2016

161B16
2016/3/2

Figure 2 An example of the recording link

Figure 3 Group chat interface

The next person will take turn to talk by repeatedly clicking the Recording Button. Therefore, the communicationstyle with using BiTak is in a half-duplex manner similar
to that of a transceiver. The users can download all therecording videos for further reference.
3.2 Text chat function related to each recordedutterance
The recording link will lead users to another tab where
they can re-watch the video. Meanwhile, the main chatwill be still facilitated without any interruption. If, forexample, an utterance in English from a Japanese par-Figure 4 The recording link where user can re-watch anddownload the recording video

ticipant includes some errors or unsuitable expressions,
it should be corrected immediately. In order to readily

We performed the experiment to achieve these following

achieve it, we provide a text chat function to each record-aims: 1) to investigate whether strict turn-taking can be

ing link, not to all recording links. The users can chat,applied to eﬀectively facilitate Dual-lingual Conversation

ask or point out about any unclear points by typing text

for practicing speaking skill and 2) to evaluate the useful-in the chat bar right beside the recording video. This fea-

ness of the newly added Recording function for language

ture is separately designed for each recording link withlearning. The subjects communicated informally using

the hope of achieving deeper understanding.

five suggested topics for both stages:

4. Preliminary Experiment
4.1 Procedure

Self-introduction ;Talk about your hobby or daily routines ; How your life
is at Jaist ;How you learn English/Japanese ;Yourplan for the coming Christmas and New Year . Each

We conducted a preliminary experiment in a group ofstage lasted 45 minutes and they are allowed to actively

four subjects including a Mexican student and a Viet-talk about any new topics if the time has not been notnamese student who both speak English as a second lan-over. Fig.3 shows an instance of the group chat interface

guage and two Japanese students. All subjects are famil-and Fig.4 shows an example of the recording link where

iar with some popular video chat applications like Skypeuser can re-watch and download the recording video.

or Facetime, however, the recording function with strict
turn-taking approach is totally new to them. The exper-

4.2 Result Analysis

iment is carried out by two stages: Stage 1 using BiTak

We employed a semi-structure interview to collect thewithout turning on Recording function which also means

data from the experiment. As mentioned above, BiTakstrict turn-taking is not employed either and Stage 2 using

is created based on our hypothesis that Dual-lingual

BiTak with employing Recording function and strict turn-

Communication is helpful for language learning, particu-

taking approach. In each stage, the two Japanese used En-

larly speaking skills and strict turn-taking approach withglish while the foreigners practiced Japanese concurrently.

Recording function play a crucial role in making it pos-© 2016 Information Processing Society of Japan221情報処理学会 インタラクション 2016
IPSJ Interaction 2016

161B16
2016/3/2

sible. Therefore, a semi-structured interview is surely ana supporting system for learning speaking the second lan-

impeccable method for examining the hypothesis so as

guages.

to experience the level of satisfaction of users as well as
receive constructive comments. We used three main questions to ask the subjects:(1)

How did you feel about the operation of the sys-

Acknowledgment
This work was supported by JSPS KAKENHI Grant
Number 26280126.

tem?
(2)

What was diﬀerent between using Recording function and without using Recording function?

(3)

References[1]

How do you evaluate the eﬀectiveness of BiTak infacilitating Dual-lingual conversation to enhance language proficiency?

[2]Some fruitful results as well as existing issues have beenachieved after the interview: - All participants had good[3]

evaluation on our app interface, sound quality and easyto-use features. - When not using Recording function inStage 1, they all felt the conversations went natural but it
also made no diﬀerence than normal chatting. The only[4]

good point they asserted is that it is a new and interesting experience to deliberately use dual-lingual conversation for practicing languages. - On the other hand, most[5]of the subjects found it uncomfortable when turning on[6]

the recording function in Stage 2. However, the strict
turn-taking really helped them to talk more. It was easy
for them to express clearly what they want to speak since[7]

no one can interrupt them at that time. The listeners
also had time to listen carefully to what they said so thatthey were eager to help the speaker correct any mistakes.
In contrast, all of the subjects admitted of not listening[8]

Galloway, N. (2013). Global English and English Language Teaching (ELT)Bridging the gap between theory
and practice in a Japanese context. System, 41(3), 786803.
Seward, J. (1969). Japanese in Action; An Unorthodox
Approach to the Spoken Language and the People Who
Speak It.
Holman, C., Leibrock, J., Jimenez, J., Greitzer, D.,& Haynes, T. (2011, May). Lingua: cultural exchange
through language partnerships. In CHI’11 Extended Abstracts on Human Factors in Computing Systems (pp.
1001-1006). ACM.
Kimber, L. (2014). Attitudes and beliefs of students toward bi-/multilingualism at an international university
in Japan. Ritsumeikan Journal of Asia Pacific Studies,33, 139-152.
Myers-Scotton, C. (2006). Multiple voices: An introduction to bilingualism. Malden: Blackwell Publishing.
Li, N., & Rosson, M. B. (2012, October). At a diﬀerent
tempo: what goes wrong in online cross-cultural groupchat?. In Proceedings of the 17th ACM international conference on Supporting group work (pp. 145-154). ACM.
Ogura, K., & Nishimoto, K. (2006, April). ChaTEL:
a voice communication system for facilitating multithreaded conversation. In CHI’06 Extended Abstracts on
Human Factors in Computing Systems (pp. 1163-1168).
ACM.
WebRTC: urlhttp://www.webrtc.org/

to the recording link so often, just once or twice because
they feel distracted and could not catch up with the mainchat. -They all think that this kind of dual-lingual conversation can help them practice and improve language
speaking skills.

5. Conclusion
In this paper, we proposed a video chat system namedBiTakto facilitate strict turn-taking dual-lingual com-munication for language speaking practice. Our system
is equipped with a recording function that can record allspeakers

utterances and strictly asks users to take turnto talk. Based on the preliminary experiment, it was suggested that the turn-taking function of Bitak successfully
promotes speaking skills. However, the recording failed tomeet the expectation. In the future, we plan to improve
the Recording function to be better used in enhancing
language proficiency and want to conduct further longterm experiments to investigate eﬀectiveness of BiTak as© 2016 Information Processing Society of Japan222