Using Vygotsky’s sociocultural theory (1978), the researchers collected data via videoconferencing from an Arabic foreign language classroom in a mid-south US university. This qualitative research study aimed to investigate how informal online social interactions, implemented in conjunction with face-to-face classes, could be used to enhance language learning. The study addressed the question: What are students' experiences when participating in informal videoconferencing and cultural discussions in a language learning classroom? The participants included seven Arabic language students who met online for 60 minutes every other week. The videoconference sessions included a general theme/topic in an open, informal setting, with the primary researcher asking questions and eliciting student responses. During the sessions, the students were allowed to express themselves freely, ask questions about the Arabic culture, and listen to their instructor and their classmates' perspectives. The data included student-created introduction videos, eight videoconferencing transcripts, reflection notes, and student interviews. Using a grounded theory approach, open coding methods were used to analyze the data. The findings from the students' feedback expressed positive responses, with many stating an appreciation for this empowering learning opportunity. Students enhanced their understanding of the course topics by participating in the sessions. They learned critical aspects of the Arabic language and culture entertainingly, avoiding what is commonly known as “culture shock.” Additionally, the videoconferencing sessions provided an inclusive setting accessible to students at a mutually convenient time, using informal cultural discussions outside of class, and increased students' understanding of the target language while providing a fun and relaxed atmosphere where students could ask questions without judgment and share their cultures, diverse perspectives, and ideas with their peers. The videoconferencing sessions allowed students to challenge their assumptions, clear up misconceptions, and engage in critical thinking while learning more about the target language and culture. This online social experience enabled students to immerse themselves in Arabic culture without sacrificing in-class time and built their self-confidence in language learning. In addition, students felt comfortable providing feedback for the course, which assisted the instructor in modifying and adjusting the course’s structure. The findings suggest that by hosting cultural sessions online and outside of class, language students can have the opportunity to learn the language in an accessible and fun approach, encouraging them to continue attending language classes and further pursuing language studies. I will share my experience and what I learned from my students from this research project.
