Google Hangouts is a synchronous communicative tool offered by Google+. Two years ago, one of universities I applied for invited me for an interview via Google Hangouts, and that was my first time using it. The interviewers turned down my request in using Skype, because they said Skype had not been working well on their system in the past. Despite the stress while preparing for a high-stake interview, this tool was surprisingly easy to use. I only spent about one minute downloading the app on my desktop, and the other minute I was there, having a video conference with the search committee.
After this experience, I fall in love with this friendly app, and I have been thinking about the possibility of implementing it in ESL teaching. The following is my evaluation on Google Hangouts based on Hubbard's (2012) methodological framework.
Technical Preview:
Google Hangouts, like most apps associated with Google, is compatible on both Microsoft Windows-based system and Apple iOS system. The app can be downloaded on all types of phones, tablets, and computers. Any user who has a gmail account is able to use it on any device.
Operational description:
Google handouts works right inside of Gmail. It works better if one has logged in the Google+ account. However, even without Google+ account, making a video chat with gmail contacts (up to 10 users) and sending emotions are just a few clicks away. A detailed operationalization instruction can be access by clicking here.
Teacher fit:
Google Hangouts is an ideal tool for teachers like me, who is a strong believer of teaching and learning language via interaction. Text chats can be easily used in large classroom lectures by both the instructor and students, and this would encourage students who are reluctant to raise their hands and ask questions to get involved as well. Google Hangouts has more potentials to be used in study groups outside of classroom. For example, when a group project is assigned, students can be introduced to this tool and get together at the same time even if they are in different locations. It does take some time to help students, especially the ones who are not that tech savvy, to set up gmail accounts and download the app on their personal electronic devices. However, considering the long-term benefit and convenience Google Hangouts brings to group study, it does worth a try.
Learner fit:
Despite the convenience of setting up Google Hangouts, it is not a tool that fits for all learners. Some of us are naturally born as not as social as the rest; therefore, teachers should not expect every student to be thrilled about the idea of chatting with their classmates on their cellphones/laptops outside of class regarding class assignments. Most students may all love the convenience, however, to be connected to their instructors via Google Hangouts outside of the class. This may sound absurd for a traditional face-to-face class; however, it may be quite an innovative idea for online courses.
Implementation schemes:
To get started, every user of Google Hangouts need to have a gmail account and download the app at https://www.google.com/+/learnmore/hangouts/. A whole-class together try-out would be ideal if every one has a device to use. Students can then add their group members' and instructor's gmail accounts to their contacts and try out the video and audio chat during class time. Afterwards, teachers can assign group work tasks and give the option for groups to do virtual meetings on Google Hangouts. At the end, having students submit reflections on their group meetings provides teachers materials to evaluate the appropriateness of using this app in the future.
Appropriateness judgements:
Google Hangouts is a widely used tool for social networking, and it has a great potential to be pedagogically useful, especially for advanced learners who are working on collaborative projects. Teachers of online courses may also find it convenient to realize virtual office hour communications with their students.
