Developing L2 Oral Proficiency through Synchronous CMC: Output, Working Memory, and Interlanguage Development

Payne, J. Scott; Whitney, Paul

doi:10.1558/cj.v20i1.7-32

Cited by 350 publications

(176 citation statements)

References 45 publications

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“…Eskenazi, 2009). The modality of practice is relevant, as spoken production requires a higher cognitive load and control over the articulatory system (Payne & Whitney, 2002). To train control over cognitive load and articulation, CALL systems should allow for speaking practice and provide automatic CF on speaking performance.…”

Section: Spoken Grammar Practice Through Computer Assisted Language Lmentioning

confidence: 99%

Spoken grammar practice and feedback in an ASR-based CALL system

Vries

Cucchiarini

Bodnar

et al. 2014

Computer Assisted Language Learning

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Speaking practice is important for learners of a second language. Computer assisted language learning (CALL) systems can provide attractive opportunities for speaking practice when combined with automatic speech recognition (ASR) technology. In this paper, we present a CALL system that offers spoken practice of word order, an important aspect of Dutch grammar. The system uses ASR technology to process the learner's responses and to detect errors so that immediate corrective feedback (CF) can be provided on learner errors. We evaluate the system as a learning environment by analyzing proficiency gains in pre-and post-tests, the logs of the practice sessions, and the learners' appreciation of the system. In this paper, we present two learning conditions: (1) the learners received oral practice and immediate CF on spoken performance and (2) learners received oral practice and NO CF on spoken performance. We found that our system was successful in providing L2 speaking practice. Results show that both groups improve their proficiency on the target feature as a result of treatment. Between the groups there is no significant difference in learning, but the groups proceeded differently through the sessions, and the learners in the group that received automatic CF evaluated the system more positively than the NO CF group. We discuss the performance of the system as an environment for language learning and the obtained proficiency test results, and relate them to current views on second language acquisition.

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Section: Spoken Grammar Practice Through Computer Assisted Language Lmentioning

confidence: 99%

Spoken grammar practice and feedback in an ASR-based CALL system

Vries

Cucchiarini

Bodnar

et al. 2014

Computer Assisted Language Learning

View full text Add to dashboard Cite

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“…They used Levelt's model of language production with the Working Memory theory to examine whether oral proficiency can be indirectly improved for students exposed to synchronous computer-mediated communication. Levelt's model was originally developed to explain first language production (Levelt, 1989) but was later widely employed to explain L2 production (Payne & Whitney, 2002). It comprises three stages of language production.…”

Section: Cmc and Oral Proficiency Developmentmentioning

confidence: 99%

“…The role of working memory in this model provides justifications for CMC to be an ideal venue for oral proficiency development. According to Payne and Whitney (2002), the semantic content of the intended spoken message has to be maintained in working memory before it is fed into the Formulator. Additionally, an articulatory plan of utterance has to be stored in the Articulatory Buffer (working memory) before it is carried out by the Articulator to produce an utterance.…”

Section: Cmc and Oral Proficiency Developmentmentioning

confidence: 99%

“…Features and affordances of communication technologies have the potential to either reduce the burden on or induce a more effective use of working memory. Payne and Whitney (2002) suggest two features associated with text-based chat room discussions that might reduce the memory load: decreased speed of conversational exchange, and the non-ephemeral nature of the interaction due to the medium. It is proposed that when L2 learners engage in text-based synchronous CMC, they have more time for pre-task planning, which is likely to result in more fluent, complex and accurate output (Ortega, 1999).…”

Section: Cmc and Oral Proficiency Developmentmentioning

confidence: 99%

“…there exists a relationship between working memory and oral proficiency, which can be developed indirectly via SCMC (Payne & Whitney, 2002;Wang, 2010;Zheng, 2010;Yang, 2006); b. students exposed to SCMC produced significantly more language than those in a F2F…”

Section: Literature Reviewmentioning

confidence: 99%

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Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis

Lin¹

2014

ReCALL

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Link to this article: http://journals.cambridge.org/abstract_S095834401400041XHow to cite this article: Huifen Lin Computer-mediated communication (CMC) in L2 oral prociency development: A metaanalysis. ReCALL, AbstractThe ever growing interest in the development of foreign or second (L2) oral proficiency in a computer-mediated communication (CMC) classroom has resulted in a large body of studies looking at both the direct and indirect effects of CMC interventions on the acquisition of oral competences. The present study employed a quantitative meta-analytic approach to investigate such effects by synthesizing (quasi)experimental studies that provide empirical quantitative data for effect size calculation. A literature search located 25 relevant studies for the final analysis. Each study was independently coded for learner, design and publication characteristics. The averaged effect size was estimated from the included studies. The results of the meta-analysis reveal that communication mediated by computer/technologies produced a moderate positive effect on L2 learners' oral proficiency compared to face-to-face (F2F) communication or no interaction. Furthermore, CMC has roughly similar effect on pronunciation, lexical and syntactic level of oral production; however, it might have a negative impact on fluency and accuracy. This meta-analysis also found that the effect of CMC on oral proficiency depends on several methodological factors such as task type, outcome measurement, treatment length, and assessment task. Major findings of the current meta-analysis include: (1) studies relying on elicited data are superior to those utilizing naturalistic data; (2) reading aloud seems to be the task that could elicit the best oral performance from students;(3) surprisingly, CMC appeared to be harmful for accuracy and fluency; (4) studies that employed decision-making generated the largest effect size, followed by studies that used more than one task type; (5) among the four tasks, jigsaw actually generated a negative effect on oral performance; and (6) as the most popular task employed by primary researchers, opinion-exchange studies produced the smallest effect size. These findings need to be interpreted as exploratory rather than confirmatory since each of them became less trustworthy after taking into consideration numerous other factors such as CMC task and the particular CMC tool used, etc. Future research suggestions are provided and the limitations of this meta-analysis are addressed.

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Language Teaching Research and Language Pedagogy

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Developing L2 Oral Proficiency through Synchronous CMC: Output, Working Memory, and Interlanguage Development

Cited by 350 publications

References 45 publications

Spoken grammar practice and feedback in an ASR-based CALL system

Spoken grammar practice and feedback in an ASR-based CALL system

Computer-mediated communication (CMC) in L2 oral proficiency development: A meta-analysis

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