Abstract:

Group dynamics have been extensively studied in social psychology and group cohesion seems to be the most important factor affecting performance (Caron and al., 1985 ; McGrath, 1991 ; Evans and Dion, 2012). In the field of second language learning, Clément, Dörnyei, and Noels (1994) reported the positive impact of group cohesion and uplifting social climate on motivation to learn English as a second language. Poupore (2018) identified verbal and non-verbal elements that can conduct to strong or weak group cohesion. Several books (Ehrman and Dornyei, 1998 ; Dornyei and Murphey, 2003) proposed practical tips to develop interpersonal dynamics in the classroom to foster second language learning. However, studies on group cohesion in an on-line environment are scarce: Galyon and al. (2016) demonstrated that group cohesion was better in face-to-face classes and that the lower level of group cohesion in a hybrid class affected negatively overall learning performances. Shing and Song (2011) showed that for students registered in Computer Mediated Communication (CMC) classes, group cohesion was task-centered rather than focused on social goals. No studies exist regarding group cohesion and second language learning in an on-line environment.

The aim of our study was to understand the development of group cohesion in the context of French as a foreign language classes delivered exclusively through videoconferencing. Several hypotheses were developed. First, task-based cohesion would develop more on video-conferencing environment rather than social-based cohesion (H1). Second, students using their webcam during French videoconferencing classes would value social cohesion more rather than task cohesion (H2). Finally, students using their webcam would be evaluated by their peers as more dominant, more friendly, and more emotional (H3).

We carried our research during a pre-semester integration session offered by a French Language Center in a French University. 65 students from around the world registered for a 2-week on-line course with 5 different levels (A1 to C1 level). The aim of the class was to help new foreign students to improve their French before attending Fall semester in various faculties. We distributed an adapted version of the University Group Environment questionnaire (Bosselut and al., 2018 ; Carron and al., 1985) to analyze task and social cohesion. We carried statistical analyses according to 3 modalities of participation (webcam, picture, black-out screen). We also collected data using the Bales et Cohen (1979) questionnaire to analyze the impact of the three modes of participation on the perception of other students.

Our results (based on 20 questionnaires) show that videoconferencing develops task-oriented cohesion more than social cohesion (H1). Students relying on their webcam for class participation do not necessarily value social cohesion more than task cohesion. They can turn on their webcam only to show that they are serious (H2). However, students with their webcam turned on are perceived as more dominant, more task-centered and less passive; students behind black-out screens are seen in less positive terms (H3).

Pedagogical implications will be discussed.

Keywords:

Videoconferencing, Group Cohesion, French as a second language.