情報処理学会 インタラクション 2018
IPSJ Interaction 2018

2P06
2018/3/5

Dual-role Collaborative Learningin Simultaneous Second Language Acquisition
BUI BA HOANG ANH †1

KAZUSHI NISHIMOTO †1

Abstract: This paper is designed to propose a theoretical model of collaborative learning in simultaneous second language
acquisition. In order to achieve the model, we created 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 second
language learners as well as to identify the mutual benefits through this kind of conversation for the need of improving
simultaneous bilingual acquisition. We conducted experiments to evaluate the effectiveness of BiTak as well as the collaborationof learners through using it, and found that the system brings about the sense of language learning and favorably boost students’
speaking skills. The learners unintentionally take roles in helping each other practicing second language as facilitators andreceivers.

1.

Introduction

another language available in the sociolinguistic environment at
the same time as the learner acquires the first language orAs we are living in a hyper-connected and fast-paced

mother tongue [2]. However, this term in this paper is used inworld, it is becoming increasingly obvious that knowing more

the context of people of different first languages simultaneously

than one language is beneficial for many reasons. The demandacquiring their second languages during their communicationof choosing a good method of learning second language is alsowith each other. More specifically, this paper focuses on

increasing. Apart from many traditional ways, people tend tolearners’ second language speaking skill during the conversation

find chance to practice speaking second language with native

between Japanese and foreign students through dual-lingual

speakers through informal communication to better improve

communication.

their speaking skills. It is the most popular way to learn a(2) Dual-Lingual Communication

language as well as effective way most people use when they

The concept of Dual-lingual Communication in thislive in the country where the language is spoken. However, it isresearch is defined as two languages being spoken in the

not always easy to get an opportunity of speaking with native

conversation and understood by respective participating parties.

speakers face-to-face. In the previous study [1], we suggested a

For instance, Japanese students will use English while foreign

virtual environment for students to freely practice second

students will speak Japanese though they can switch to his or

languages with supporting elements. Specifically, the study

her mother tongue at any time. This is different fromproposed a video chat system named “BiTak” to facilitate strictbi-/multilingual

turn-taking dual-lingual communication for language speaking

bi-/multilingual as “the ability to use two or more languages topractice. The system is equipped with a recording function thatsufficiently carry on a limited casual conversation”.

communication.

Myers-Scotton[3]defines

can discretely record each utterance of all speakers and strictly

During the conversation, Japanese and internationals willasks users to take turn to talk. We conducted experiments tohave chance to speak second language. They will help each

evaluate the effectiveness of BiTak as well as the collaboration

other correct speaking mistakes by using their native languageof learners through using it and found that the system brought(in this case internationals using English). It will be a goodabout the sense of language learning and favorably boosted

opportunity for both parties to learn from each other to makestudents’ speaking skills. The learners unintentionally took roles

comfortable communication.

in helping each other practicing second language as facilitators(3) Strict Turn-taking

and receivers. From the obtained experiment results, this paper

Talking naturally without caring overlapping usuallyis designed to propose a theoretical model of collaborative

brings about the comfort of expressing ideas in an informal

learning in simultaneous second language acquisition.

conversation. Smooth turn-taking is an essential aspect to

2. Term Definitions

coordinate(1) Simultaneous Second Language Acquisition
The term is normally used to mean the learning of†1 Graduate School of Advanced Science and Technology, Japan Advanced
Institute of Science and Technology

one’scommunicative

actions

andinteract

successfully with others. However, it is not always good forlearning a language. You may hardly recognize your speaking
mistakes by yourself although the listeners can understandclearly. In many researches of second language learning, the factthat turn-taking in communication may affect the quality of© 2018 Information Processing Society of Japan817

情報処理学会 インタラクション 2018
IPSJ Interaction 2018

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2018/3/5

group discussion between non-native and native speakers hasreceiving correct answers. Hence, the computer is also seen as abeen taken into consideration. According to Mynard, J.[4],potential language tutor by providing assessment for students’foreign students seemed “to be overwhelmed and even lost in

responses [11]. In addition, students’ autonomous language

parallel and fast discussion, especially students who have slow

learning and self-assessment can be widely available through the

keyboarding skills, slow reading/writing skills, or different

web rather than being tied to a particular class [12].

cultural backgrounds.” Hence, we attempted to strictly apply the

Nevertheless, few studies have aimed to utilize CSCL for

turn-taking approach. BiTak system requires users to entirely

supporting simultaneous learning of multiple languages. Ourobey the turn-taking rule and does not allow to overlap or to

study proposes a video chat system as a virtual turn-taking

interrupt another speaker.

face-to-face environment for users to practice dual-lingual

3. Related works(1) Collaborative Learning (CL)Collaborative Learning is defined as a situation in whichconversation. Instead of choosing one partner’s language over
the other, they practice “dual-lingual” pattern. It is acommunication pattern in which each partner actively uses hisor her second language and receives the partner’s second

two or more people learn or attempt to learn something

language in response. This video chat system will support group

together[5]. More specifically, Mitnik, R. et al [6] claimed thatturn-taking conversations speaking Japanese and English in

CL is based on the model that knowledge can be created in awhich their voices and images will be intentionally recorded so

population where members actively interact by sharingthat they can re-listen to utterances again at anytime. We believe

experiences and take on asymmetry roles. CL involves thethat the collaboration of learners through the unfamiliar way ofmutual engagement of all participants in a coordinated effort tostrict turn-taking and dual-lingual communication will deliver

solve the problem together [7], which can be inferred

unexpected but possible outcomes to help them simultaneously

everyone may get the same output experience.

improve their second language speaking skills.

(2) Computer-Supported Collaborative Learning (CSCL)(4) Assessment of Second Language Speaking Proficiency

Since Collaborative Learning theory has been well

According to James E.Purpura [13], the term Language

applied in standard, classroom-based groups, it opens up

Assessment refers not only to formal tests like TOEFL, IELTS

expectation of how well the benefits of CL will bring to theor an end-of-chapter evaluation, but also to other methods ofelectronic environment [8]. The connection of CL and CMC

obtaining information about knowledge, skills, and ability of(computer-mediated communication) technology has been

students such as observing second language performance during

proved to be mutually beneficial by several researchers. CL

pair work or by asking learners to report their understandings

helps structure the on-line environment while CMC technology

and uncertainties. In this paper, we would like to use Rubric: aremoves many barriers of CL [9]. Hence, CSCL is about how

scoring guide used to evaluate the quality of students’technology can be used to support CL [10]. Literally, it is aconstructed responses to assess their second language speaking

pedagogical approach where in learning takes place via social

proficiency. The usefulness of Rubric has been recognized in theinteraction using a computer or through the Internet. This kindfield of assessment for many decades [14]. When utilizing aof learning is characterized by the sharing and construction of

Rubric, evaluators use an analytic rating system whereby eachknowledge among participants using technology as theircomponent is scored individually or performance is rated

primary means of communication or as a common source.

holistically on the basis of an overall impression [15]. We(3) Computer-Supported Collaborative Learning (CSCL)

created our Rubric for Speaking Skill Test based on fourin Second Language Acquisition (SLA)

criteria: “Relevance & Content”, “Fluency”, “Vocabulary &Recent researches have shown that CSCL has been
considered as potential source for students to enhance theirWord Choice”, and “Interviews: Does interviewee understandquestion?”

language proficiency. In language learning, current studies in
the computer-assisted language learning (CALL) field suggest

4. Brief Overview of BiTak System and Experiments
In

that the computer provides material and feedback for learners to

our

paper

presented

inInteraction

2017

practice the target language in and outside the classroom and has

symposium[16], we already described our system named “BiTak”

been seen as a positive tool for language learners in theirand experiments conducted by using BiTak. However, for theindividual study. CSCL in Language Learning offer thereaders’ convenience, we would like to describe briefly thempotential for interaction between the computer and the language

again.

learner which refers to the learner’s responding questions and© 2018 Information Processing Society of Japan818

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2018/3/5

4.1 BiTak system
BiTak is a web application using the open source fromWebRTC, which is a free, open project that provides browsers
and mobile applications with real-time communications withsimple APIs. Fig.1 shows the user interface of BiTak. The mostprominent features of BiTak is following two functions: 1) astrict turn-taking function by discretely recording each utterance
and 2) a text chat function related to each recorded utterance.
Each utterance in BiTak is recorded in order to give
participants a chance to watch the video again to fully
understandthedual-lingual

situation,

not

to

Figure 1

User Interface of BiTak

realizemulti-threaded communication. When a person wants to talk,he/she just needs to click on the Recording buttonthenhis/her voice will be automatically recorded. At the same time,others’ microphone will be off; they can do nothing but listen to
the speaker. After the speaker finishes talking, he/she clicks the
Recording Button again, the blue recording link will appear in
the right pane of the main window chat (See Fig.1). The next
person will take turn to talk by repeatedly clicking the

Figure 2: Experiment Description

Recording Button. Therefore, the communication style withusing BiTak is in a half-duplex manner similar to that of aevaltransceiver. The users can download all the recording videos foruationfurther reference

Japanese students were interviewed their English speaking skills

andpost-experimentevaluation.

Specifically,the

The recording link will lead users to another tab whereby a certified English teacher and the foreign students were

they can re-watch the video. Meanwhile, the main chat will beinterviewed their Japanese speaking skills by a certified

still facilitated without any interruption. If, for example, anJapanese teacher. The interview questions during the twoutterance in English from a Japanese participant includes someevaluations remain unchanged and their improvement iserrors or unsuitable expressions, it should be correctedassessed followed a rubric for Testing Speaking Skill specially

immediately. In order to readily achieve it, we provide a text

designed for the task..

chat function to each recording link, not to all recording links.

Each group was required to participate in a series of six

The users can chat, ask or point out any unclear points by typing

experiments in which they could discuss intensively the topics

text in the chat bar right beside the recording video. This feature

given in the evaluation interview. Each experiment lasted about

is separately designed for each recording link with the hope of

90 minutes. While Group 1 held their discussion using BiTakachieving deeper understanding

without turning on Recording function which also means strict

4.2 Experiment and Discussion

turn-taking is not employed either, Group 2’s discussions used

4.2.1 Experiment Procedure

BiTak with employing Recording function and strict turn-taking

In order to achieve objective results of Bitak, we

approach. To ensure unbiased improvement, all subjects werecompared the experiences of the two 4-member groups using

requested not to use any other kinds of language learning tools

just the interface of Bitak with whom used all the functions ofduring the period of experiments.

Bitak. Meanwhile, both of the two groups will apply

In addition, each subject was asked to attend a 30-minutedual-lingual communication to discuss. Each group consists of 2

individual semi-structured interview with the first author. The

foreign students who speak English as a second language and 2

individual interview questions were guided by the general

Japanese as specifically described in the figure 2.

themes which aimed to gain thinkings about Dual-lingual

To measure the improvement of speaking skill after using
Bitak, all subjects were supposed to attend pre-experimentcommunication and Strict turn-taking with Recording function.
Besides, the questions were also open-ended enough for us to beable to pursue new topics raised by the participants. Eachinterview was recorded and transcribed to text then thetranscripts were informally analyzed.

© 2018 Information Processing Society of Japan819

情報処理学会 インタラクション 2018
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4.2.2 Results analysis:(1) Results of Rubric:
The speaking performance of all subjects in theevaluations were assessed by four criteria: “Relevance &Content”, “Fluency”, “Vocabulary & Word Choice”, and“Interviews: Does

interviewee

understandquestion?”assummarized in Figure 3.
As can be seen from the figure 3, significant differences acrosslevels in the expected direction were found for the first threemeasures. All participants showed sufficient improvement
between the pre-experiment and post-experiment evaluation.

Figure 3: Result of Rubric

The distinctions also varied from small to big proportion ( 0.1
point to 3.5 points respectively). Interestingly, all subjects

level. The more familiar they get with BiTak, the more

received positive feedbacks from the two examiners for theirmotivated they are to speak.

progress during experiment period. For Japanese students, they

When being asked about helping to correct others’

were highly praised in gaining confidence of speaking. As most

mistakes, most of subjects in the group revealed that theyof them were seen to reluctant to answer the questions in thehesitate to do that due to they were in the middle offirst evaluation, their attitude remarkably changed after theconversation.

series of six experiments. The certified English teacher was

mistakes but neglected them to wait for the conversations toamazed at their fluency in the second evaluation and all of themfinish then unintentionally forgot the errors.

got better score in this criteria. Besides, the foreign students

!

They

sometimes

recognized

theirfriends’Group 2were considerably appreciated by the certified Japanese teacher

Group 2 members communicated using BiTak with using

about their changes in expressing ideas and choosing words.

the recording function. Therefore, they were required to obey

While they often answered in short phrases and simple words inthe strict turn-taking rule that was systematically forced by

the first interview, they managed to answer the same question in

BiTak.

full sentences and more complicated phrases in the second one.
As a result, all of them received good score.

For the first time, it was really difficult for this group to
use strict turn-taking. Interestingly, they deliberately discuss the

The unexpected direction was indicated in the fourth

way to communicate in Bitak without any instructions of thecriteria. This criterion assesses the ability of understanding theauthors to make the communication went smoothly: applying

interview questions without asking for repetition. While thedual-lingual conversation with strict turn-taking for presentation,

majority of subjects showed their improvement in this measure,using recording link for realizing mistakes and normalsome of them (J2,J3,J4) unanticipatedly lost concentration andconversation for correcting mistake and discussion.

used the repetition clues as “Pardon, please”, “Could you please

The members steadily reported that this system aim to

repeat the question?”. Thus, there was no wonder in the decrease

learn language, not merely for chatting. When they do theof their score in this criteria in the second interview.

presentation in the recording part, only one person have to talk.

(2) Results from individual semi-structured interviews:

They felt that it is a good challenge for them because they can

We

held

a

30-minutes

individual

semi-structured

interview with every member to obtain an insight of their

do a lot of presentation to train their speaking skill.
They

all

agreed

with

the

idea

of

dual-lingual

feeling during the time of using BiTak. The open-questions

communication can help them learn languages. Japaneserelated to dual-lingual communication and functions of BiTak.

students normally do not have chance to speak English much!

Group 1and vice versa for foreign students so it has mutual benefits.

Group 1 members communicated using BiTak, but the

They can gain some new words and correct the mistakes theyrecording function was not available. They were required tousually

obey the strict turn-taking rule, but it was not systematicallycommunication may not be comfortable for chatting but

forced by BiTak.

effective for learning languages.

makebefore.

In

theiropinion,

this

kind

of

Although all the subjects found that dual-lingual

All group members pointed out that strict turn-taking

communication weird and hard at first, they gradually

feature give them time to think carefully before raising theirrecognized it really helps people from beginner to intermediate

voice. They consequently have confidence in expressing their© 2018 Information Processing Society of Japan

820

情報処理学会 インタラクション 2018
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2P06
2018/3/5

ideas.

J1: (write in the text chat) ..itsumo..dewanai
E1: Ah, tomi no hito wa itsumo shiawase dewa nai.

One more interesting point the subjects found isrecording link. They all felt this feature is really important

As mentioned in 4.2, Group 1 were required to use Bitak

because they can listen again their friend’s presentation all the

as a normal video chat application without using the recording

time to recognize and correct mistake for each other.

function and to communicate with each other through

5. Dual-role Collaborative Learning

dual-lingual pattern. The result from transcript revealed thatthey had good experience with dual-lingual communication.

In addition to the above mentioned basic analyses that

However, they did not notice the intention of language learning.

were already reported in our previous paper [16], we carried out

They followed our requirement to talk in group with various

an in-depth analysis of the transcript in order to achieve a deeper

topics provided. If one member had difficulty in finding theinsight into the process of improvement of learners. Based onsuitable word, they mostly raised their voice to ask for help,

this analysis, we will propose a dual-role collaborative learning

otherwise the others just ignored the member’s mistakes. From

as a novel learning style that is naturally emerged in thesome typical examples above, it is clear to realize that theydual-lingual communications where the BiTak is used.

usually asked for unknown vocabulary, no more getting deeper!

Group1

in word using and keep continuing the conversation topic byHere are some examples from the transcript:

topic. They easily finished discussing the topic questions in the"E1: let’s start wa nan desu ka?

time limit as normal chatting. They did not care much about

J1: Hajimemasho

others’ mistakes. It was alright as long as they understood andE2: Accomodation wa nan desho?

then they gradually forgot to correct mistakes for each other. It

J2: In Japanese… “Shukuhaku shisetsu”

is not good for language learning. It was difficult to realize theJ1: When did you go to Japan?

facilitator in this collaborative group because their roles wereE1: kotoshi, shigatsu…san nichi??

not clearly identified.

J1: Mikka.

!

"

"

Group 2

E1: ah, shigatsu no mikka, arigatou

Here are some examples from the transcript:

J1: If I have money, I want to go to Germany.

"in the past has to do many thing, for example, do

J1: Eh?

laundry…But now we don’t need to do in many time.

E1: Germany wa doko?

E2: shabete no toki wa Subject wa arimasen ne. You

J1: Doitsu no doko?

should say “in the past people had many thing to do..”

E1: Ah…

""

J1: How about winter in Japan?

J1: Ah, I see.

"E1: (misused between ippai and isogashi)

E2: Samui desu. Arerugi ga arimasu.

J1: Shigoto ga ippai means I have a lot of work

J2: What is arerugi written in English?

Shigoto ga isogashi means I am very busy.

E2: It’s allergic.

So it’s different.

E1: yasumijikan wa nani o shi masu ka?

E1: naruhodo. Sorekara, Shigoto ga ippai na no de,

J1: I sleep. Hmm.. I feel sleepy…

isogashi desu.

E1: “I often feel sleepy.”

J2: Oh yes.

J2: In my case, for relax, for example, walking or

E2: Hai, arigatou…

swimming…hmm…

"

E1: Saigo no bun no imi wa chotto wakarimasen.

E2: Ah, you usually go swimming or walking in yourJ1: Ah I said “I travel to foreign country about one

freetime?..

time a month”

J2: Oh, yes, yes…

E1: You said “one time”, I think “once” is better.

J1: I usually driving around ... the town.

E1: Ryokou wa suki desu.

E1: Driving license wa nihongo wa nan desu ka?

J2: I think instead of saying “wa”, you should say

J1: Unten menkyoshō desu.

“(Watashi wa) ryokou ga suki desu.”

E1: Ah… arigatou.

"

J1: Modern lifestyle gives us so many time to relax…

E1: Germany? Doko?

E1: Tomi no hito wa ..not always..How to say “notalways”?

© 2018 Information Processing Society of JapanE2: Hai.
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recording function. Therefore, it took them longer time to finish

to support each other’s speaking skill.

one question compared to that of Group 1. They hardly finishedDue to limitation of time and effort, we recognize that

half of the topic questions in the time limit. Each member had

our observations come from a relatively small number ofthree or four times to present ideas through presentation phase.

subjects. It is not appropriate to apply quantitative analyses forSince they had to listen again the recording, they had more timesmall samples such as this. A more extensive study would be

to consider and find out mistakes for each other. The content ofneeded for proving the solid efficiency of all characteristics wecorrection was more specific than that of Group 1, focusing on

have mentioned.

not only vocabulary but also grammatical mistakes. They

Acknowledgment

unintentionally helped each other as facilitators and receivers.

The authors greatly thank all subjects who cooperated toJapanese members became Japanese facilitators who recognized

our experiments. Especially, we would like to express ourand gave feedbacks of Japanese mistakes of foreign members

gratitude to Prof. Shungo Kawanishi and Ms. Masako Tsutsui

while foreign members were English facilitators who help

who dedicatedly took part in student evaluation process. This

correct mistakes of Japanese members. In other words, theywork was supported by JSPS KAKENHI JP26280126.

became both facilitators and receivers in this kind ofcollaborative learning, which we named dual-role collaborative

References

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Figure 4: Dual-role Collaborative Learning
As a matter of fact, by employing dual-lingual
communication, dual-role collaborative learning naturally
happens in most cases. However, the crucial difference between
both groups which made this dual-role collaboration more
efficiently and clearly utilized is the usage of strict turn-taking
and recording link. Members in Group 2 took all of recording
link into serious consideration. They wanted to make sure theirfriends know their mistakes and were willing to correct for them.
All of them gradually had sense of learning, not simply
gossiping on the account of the proposed features of BiTak

6. Conclusion
In this paper, we proposed a theoretical model named
dual-rolecollaborative

learning

insimultaneous

secondlanguage acquisition using tools as strict-turn taking method anddual-lingual communication. The learner’s progress is positively
evaluated by language teachers using a Rubric scoring
framework. Based on the experiments, it was suggested that
BiTak has changed the notion of users from an ordinary video
chat application to a language supporting system thanks to its
two prominent features: Strict turn-taking and Recording
function and learners play their roles as facilitators and receivers© 2018 Information Processing Society of Japan822