Examining the E ffectiveness of E xte n sive S peaking P ractice via V oice B logs in a F oreign L anguage L ear n ing C ontext

Sun, Yu‐Chih

doi:10.11139/cj.29.3.494-506

Cited by 38 publications

(51 citation statements)

References 21 publications

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“…Language production has been proved to have effects on language acquisition (Swain, 1995(Swain, , 2005. However, students in the EFL setting do not have opportunities to practise their English skills outside the classroom (Hsu, 2016;Sun, 2009Sun, , 2012. Besides, the overcrowded classroom and time constraints lessen students' chances to NELTA ©Nepal English Language Teachers Association practise their English inside the classroom (Huang, 2015;Sun, 2009).…”

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confidence: 99%

Voice Recording in second language outside the classroom: Process and product

2018

J NELTA

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In Vietnam, English is a foreign language. Therefore, students do not have many opportunities to practise speaking outside the classroom. Inside the classroom, teachers focus on teaching grammar explicitly. To enable students to practise their speaking skills, Facebook closed groups were employed as a learning platform. Seventeen students were asked to record their speech on suggested topics, post them on Facebook closed groups and comment on their friends’ works within six weeks. The first and final recordings were employed to analyse in terms of fluency and complexity. These students were also interviewed after the course. They supposed that voice recording enabled them to have opportunities to practise their speaking skills. The first and final recordings showed that students improved their fluency and lexical complexity but not for syntactic complexity.

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confidence: 99%

Voice Recording in second language outside the classroom: Process and product

2018

J NELTA

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“…Thus, with the exception of Blake et al (), few data are as yet available on standardized proficiency assessments in online language learning, and most studies show significant limitations: limited scope of the assessment; reliance on more subjective outcome measures, such as learner self‐perceptions, rather than standardized proficiency measures; short duration, generally one or two semesters; focus on only the beginning or intermediate levels of instruction; and high attrition rates in online classes. A number of studies have evaluated the impact of specific technology tools on the development of learner oral skills but did not specifically address proficiency: Hampel and Hauck () and Hampel () describe the benefits of an audio–graphic conferencing system for promoting student interaction and improving oral communication skills; Gleason and Suvorov () investigated learner perceptions about developing second language (L2) oral communication skills through asynchronous oral CMC tasks using Wimba Voice (WV); Sun () used external ratings of fluency, pronunciation, accuracy, and complexity, as well as learner perceptions of speaking performance using voice blogs in a one‐semester speech class. One notable exception is Lys (), who, in her study on the use of iPads in an advanced German conversation class, used CEFR self‐assessments and ILR ratings to assess the oral proficiency of the students.…”

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confidence: 99%

Assessing Outcomes in Online Foreign Language Education: What Are Key Measures for Success?

Deusen-Scholl

2015

The Modern Language Journal

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“…context (Chang, 2007); c. reduced pace of interaction in the electronic discussion restrains interlocutors from expanding a topic (Pyun, 2003); d. speaking was improved via text chat, and oral skill transfer was possible from text chat to F2F spoken language (Satar & Özdener, 2008;Sequeira, 2009); e. blogging with its personal and authentic nature might encourage students to focus more on meaning than accuracy (Sun, 2012); f. generally students hold a positive attitude toward the use of CMC in the L2 classroom for language practice (Lord, 2008;Wang, 2010;Xiao, 2007;Kost, 2004;Sun, 2012).…”

Section: Literature Reviewmentioning

confidence: 98%

“…A number of studies have also investigated students' perceptions of CMC employed to develop oral ability (Sun, 2012;Xiao, 2007). This body of research on CMC reveals the following trends:…”

Section: Literature Reviewmentioning

confidence: 99%

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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Examining the E ffectiveness of E xte n sive S peaking P ractice via V oice B logs in a F oreign L anguage L ear n ing C ontext

Cited by 38 publications

References 21 publications

Voice Recording in second language outside the classroom: Process and product

Voice Recording in second language outside the classroom: Process and product

Assessing Outcomes in Online Foreign Language Education: What Are Key Measures for Success?

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

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