The Effects of Synchronous CMC on Speaking Proficiency and Anxiety: Text Versus Voice Chat

Abstract

This article reports on a study investigating the use of 2 synchronous computer-mediated communication tools: text and voice chat. The experimental design employed 3 groups (text, voice, and control), each consisting of 30 novice-level secondary school learners of English as a foreign language. Over a 4-week period, the participants in the experimental groups engaged in 40-45-minute-long chat sessions in dyads, guided by a total of 8 tasks. The data were collected through preanxiety and postanxiety scales and speaking tests, and the participants' perspectives were investigated through the use of closed and open-ended questionnaires. The results showed that the speaking proficiency of both experimental groups increased, whereas there was a decrease in the anxiety levels only for the text chat group. The results were then interpreted by taking into consideration the data from the questionnaires, and a protocol was proposed for the selection of tools for different learner groups.

Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review

“…The main concern here is that the actual "language recycling" may bootstrap lower-proficient NNSs partners into non-target linguistic forms when they fail to balance function-to-form and meaning-to-form behaviors. On the other hand, availability of time in textual interactions could also pose anxiety and disproportionate participation to lower proficiency-level speakers if required presence, forced output and individual accountability are specifically reinforced in collaborative learning with technology [34,35]. Table 4 indicates that learning contexts can, by design, reduce burdens on language production and consumption mechanisms for disadvantaged learners.…”

“…Evidence supports that higher-span non-native speakers are most likely to solve syntactic ambiguities and notice recasts from their interlocutors [30,33,35]. However, discussion about indirect transfer of skills from written to oral mode lends itself to beneficial effects for lower PWMC learners [25,28,34]. From psycholinguistic perspective, Levelt's [40] model of language production and concepts in working memory capacity (WMC) are the rationale to predict affordances in synchronous WCMC for L2 oral proficiency development.…”

“…Satar and Özdener (2008) [34] For 4 weeks of 40-45 min sessions, two experimental groups (30 novice-level participants) engaged in synchronous text and voice chat to complete tasks. Open-ended and closed questionnaire in pre-and post-speaking and anxiety test were used to examine participants' perspectives on online learning experience.…”

“…Transcripts of chat sessions were examined to compare error corrective episodes (ECEs) (The corrective feedback are identified as actual instances of error correction based on classification scheme of task-based classroom FonF instruction, namely learner-initiated (generally self repairs or clarification/comprehension request), reactive (error correction initiated by native partners or advanced non-native partners), linguistic focus (grammar) [34]). …”

A Comparison of the Effects of Classroom and Multi-User Virtual Environments on the Perceived Speaking Anxiety of Adult Post-Secondary English Language Learners

“…Recently, the impact of various forms of social software on language and/or communication skills of ELLs has been examined (e.g., Black, 2005;Bloch, 2007;Fellner & Apple, 2006;Guth & Petrucco 2009;Kovacic, Bubas, & Zlatovic, 2007;Mak & Coniam, 2008;Molenda & Pershing, 2008;Satar & Ozdener, 2008;Sykes, Oskoz, & Thorne, 2008). In a study by Satar and Ozdener, 90 ELL participants were examined on the effects of synchronous CMC on speaking proficiency and anxiety.…”