Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: A Review

Abstract

The advent of Web 2.0 technology has afforded language educators more useful technology for English as a foreign language (EFL) teaching. This article reviewed 31 empirical studies investigating the employment of web-based technology to enhance EFL learners’ speaking performance. The findings indicated that overall, web-based language learning (WBLL) could be classified into five major groups: general websites providing linguistic inputs, blogging platforms, communication tools, project-based learning tools and learning management systems. While the available linguistic input online, e.g. web articles and videos, helped to enhance learners’ linguistic and background knowledge, other communication/chat tools facilitated peer interactions and collaborative learning. Audio- and video-based blogging provided convenient platforms for learners to practice their speaking through sharing their personal experiences. Moreover, Web 2.0 technology as a learning management system helped to create a ubiquitous learning environment, where L2 learners could engage in the language learning process without time and space constraints. WBLL was also found to reduce L2 learners’ learning anxiety while making them become more active, motivated language learners. In addition, the role of language instructor in web-based technology implementation was also found to be crucial, e.g. monitoring L2 learners’ learning progress and providing feedback. Further research, however, is warranted to address existing methodological drawbacks of previous studies by recruiting larger sample size, conducting long-term research and controlling for confounding factors, e.g. prior L2 speaking ability and technology usage experience.

Web Project Based Language Learning for Developing the Academic English Speaking Skills among Student Teachers of English

“…Incorporating PBL into WBLL could be more effective than WBLL as stated by Cong-Lem (2018). This integration enhanced students' practice of the academic speaking skills via different levels of assessment (Self-reviewing, Peer-reviewing, Tutor-reviewing, Reflective assessment and Formative assessment).…”

“…WBLL can be more effective when it incorporates PBL as one of its tools since PBL can be implemented more efficiently via web-based technology (Cong-Lem, 2018). From this perspective, Cong-Lem (2018) reviewed 31 empirical studies investigating the employment of webbased technology to enhance EFL speaking performance.…”

Method of Information Technology Enhanced Japanese Vocabulary Learning and Evaluation

“…The results of the research show that the use of portals for interpretation can not only provide more varied vocabulary combinations, but also complete interpretation tasks quickly and correctly. Ngo [37] investigated whether the use of Web-based technology can be used to improve the oral performance of EFL learners. The survey results show that using Web 2.0 technology as a learning management system helps to create a ubiquitous learning environment, ena-bling L2 learners to participate in the language learning process without being restricted by time and space.…”

O’speak for English Phonetic and Phonology Class: What’s on Students’ Mind?

“…Considering this situation, it is a good idea to use students' smartphones to support the hybrid learning process, particularly in English phonetic and phonology class that supports students' speaking proficiency. Cong-Lem (2018) adds that the use of technology in a second language or foreign language classroom can assist learners' speaking acquisition. Furthermore, software is defined as data processing system in a computer or any other devices that performed any tasks (Cipta et al, 2016).…”