The effects of video SCMC on English proficiency, speaking performance and willingness to communicate

Abstract

This paper introduces a case course with videoconferencing as a way of Synchronous Computer Mediated Communication (SCMC) for foreign language education in Japan. Research questions were to see the effects of videoconferencing on the learners' speaking ability and general English language proficiency, and also to see how the learners' international posture changed over time. Eight pairs of Japanese university English as a Foreign Language (EFL) learners experienced two semesters of 9-10 videoconferencing sessions per semester with an English teacher living in the Philippines. The task for the pairs was to discuss a social issue together with the teacher once a week. Their goal was to exchange mutual ideas on the designated topic. To lower the anxiety of speaking English as well as to practice discussion with fellow Japanese students, there was a 90-minute preparation period prior to each videoconferencing session. Pre-tests and post-tests results showed significant improvement in fluency, particularly in the amount of speech, and complexity of their speaking abilities. The learners also demonstrated progress in English proficiency. Their international posture stayed at a high level, but did not change much. However, their increased interest in working or participating in volunteer activities overseas was observed. The results indicated that the instruction based on videoconferencing helped improve learners' language and their global mind as a part of international posture.

The Use of Videoconference for Speaking Class in Mahasaraswati Denpasar University: Practice and Perception

“…Videoconference has given opportunity to collaborate the students with their fellow friends in producing knowledge. In relation to the statement, videoconference facilitates the users with instantaneous and authentic interaction as well as real-voice conversation where they are able to synchronously communicate with their peers in real time (Iino & Yabuta, 2015). Therefore, the students can do eye contact, gestures and turn-taking during videoconference (Jauregui et al, 2012).…”

Synchronous Computer-Mediated Interactions in English

“…There are also studies have examined the implementation of SCMC with native speakers, when talking with native speakers via SCMC, the EFL learners felt motivated to always talk and decrease their anxiety to talk in English (Iino & Yabuta, 2015;Kruk, 2016;Melchor-Couto, 2017), it also made the learners enjoy talking with native speakers. SCMC with native speakers also results in terms its effectiveness to improve oral skills (Abrams, 2003;Brown, 2016;Kung & Eslami, 2018).…”

Teaching with Technology 2020

“…Regarding the affective affordances of SCMC, text-based SCMC has been shown to reduce FLA in comparison to FTF communication (Abrams, 2003;Tudini, 2007). Furthermore, studies have shown that SCMC can promote more equal turn-taking opportunities and improved willingness to communicate among peers (Reinders & Wattana, 2014;Yanguas & Flores, 2014) as well as with native speakers (Jauregi et al, 2012;Iino & Yabuta, 2015). Melchor-Couto (2017) conducted a study comparing the FLA of an experimental group who completed oral tasks in a virtual world to a control group that conducted the same tasks face-to-face.…”