Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning

[EN] Classroom instruction provides a limited amount of quality speaking practice for language learners. Asynchronous multimedia-based oral communication is one way to provide learners with quality speaking practice outside of class. Asynchronous multimedia-based oral communication helps learners develop presentational speaking skills and raise their linguistic self-awareness. Twenty-two peer-reviewed journal articles studying the use of asynchronous multimedia-based oral communication in language learning were reviewed, (1) to explore how asynchronous oral communication has been used to improve learner speaking skills, and (2) to investigate what methodologies are commonly used to measure and analyze language gains from using asynchronous multimedia-based oral communication to improve learner speaking skills. In this study we present three principal findings from the literature. First, asynchronous multimedia-based oral communication has been used in conjunction with a variety of instructional methods to promote language gains in terms of fluency, accuracy and pronunciation. Second, the methods found in this review were technical training, preparatory activities, project-based learning, and self-evaluation with revision activities. Third, the majority of previous studies demonstrating the effectiveness of these methods have relied on learner perceptions of language gains rather than on recordings of learner speech.Young, EH.; West, RE. (2018). Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning. The EuroCALL Review. 26(1):59-78. doi:10.4995/eurocall.2018.8599SWORD5978261American Council on the Teaching of Foreign Languages. (2012). 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(eds.), Learning and collaboration technologies. LCT 2015. Lecture Notes in Computer Science, 9192. New York: Springer.Pop, A., Tomuletiu, E. A. & David, D. (2011). EFL speaking communication with asynchronous voice tools for adult students. Procedia - Social and Behavioral Sciences, 15, 1199-1203. doi: 10.1016/j.sbspro.2011.03.262Sauro, S. & Smith, B. (2010). Investigating L2 performance in text chat. Applied Linguistics, 31(4), 554-577.Segalowitz, N. (2010). Cognitive bases of second language fluency. New York: Routledge.Shih, R. (2010). Blended learning using video-based blogs: Public speaking for English as a second language students. Australasian Journal of Educational Technology, 26(6), 883-897.Sun, Y. C. (2012). Examining the effectiveness of extensive speaking practice via voice blogs in a foreign language learning context. CALICO Journal, 29(3), 494-506.Sun, Y.C. & Yang, F.Y. (2015). I help, therefore, I learn: Service learning on Web 2.0 in an EFL speaking class. 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Еще раз о методах в системе последипломного образования воспитателей дошкольного образования: сходство, целесообразность

У статті розкриваються незаперечні переваги інститутів післядипломної освіти на тлі варіативності суб’єктів підвищення кваліфікації педагогів. Огляд традиційних та інноваційних методів розглядається як механізмів пізнання та культивування професійності. Увага акцентована на методі супервізії та його синонімічному ряді для глибшого розуміння поняттяThe article reveals the indisputable advantages of institutes of postgraduate education against the background of the variability of the subjects of teacher training. An overview of traditional and innovative methods is considered as mechanisms of knowledge and cultivation of professionalism. Attention is focused on the method of supervision and its synonymous series for a deeper understanding of the conceptВ статье раскрываются неоспоримые преимущества институтов последипломного образования на фоне вариативности субъектов повышения квалификации педагогов. Обзор традиционных и инновационных методов рассматривается как механизмы познания и культивирования профессионализма. Внимание акцентировано на методе супервидения и его синонимическом ряду для более глубокого понимания поняти

Integrating Technology in Online Learning Based on Computer-Mediated Communication Artificial Intelligence to Improve Students’ Achievement

The growing percentage of fully online classes has highlighted the necessity to explore Computer-Mediated Communication Artificial Intelligence (CMC AI) in English language class. This study aimed to investigate students’ achievement and perceptions in English grammar class. It used a mix-method approach. The participants of the study were the undergraduate students of the English Education Department. The result of the pre-test mean score was 69.07, while the post-test mean score was 80.26. Asymp. Sig. (2-tailed) in Test Statistics of Wilcoxon Signed Ranks Test shows 0.000, which is lower than 0.05. Therefore, there was a significant improvement difference of the scores of the students before and after being taught by using CMC AI. The interview and questionnaire data showed students' overall positive perceptions toward the use of CMC AI within the English grammar class. The students mentioned their positive perceptions that CMC AI can improve autonomous and fun learning. It can also be used anytime and anywhere as a private tutor and partner, challenging and enhancing resources in learning English language

Error correction and repair moves in synchronous learning activities

ABSTRACT: Language teaching is a field in constant evolution, and the use of technology has boosted its development. However, there is a need to investigate the effects of technology on the development of pedagogical practices and their effects on learning outcomes. This study explores the deployment of correction strategies and repair moves in synchronous learning activities in an online English course. The study uses a mixed-methods approach that combines qualitative and quantitative research methods. The main findings of this investigation show that synchronous learning activities prompt the production of explicit corrections. The results also show that the deployment of explicit corrections generate the production of repair moves that lead to learning

BRIDGING IN-CLASS AND OUT-OF-CLASS LEARNING THROUGH PODCAST-INTERTWINED COLLABORATIVE TASKS TO REDUCE EFL SPEAKING ANXIETY AMONG HIGHER PROFICIENCY LEARNERS

Although speaking anxiety among foreign language learners at lower levels of proficiency has been extensively studied, far too little attention has been paid to learners at more advanced levels like student teachers enrolled in English Language Teaching (ELT) programs. However, speaking in the target language is a complicated mental process influenced by several other factors than proficiency. The present study has aptly been undertaken due to considerable reticence on the part of student teachers in communicative activities. An action plan was initiated to identify the sources of student teachers’ avoidance behaviors in oral production and address the concerns generated by these factors. An open-ended survey, journals, overall reflection papers and field notes were employed to gain insights as to the research process. Analysis of qualitative data revealed that student teachers were susceptible to experiencing anxiety in oral production due to personal and interpersonal issues, and they were positive in their perceptions of the planned intervention since it helped them build a sense of community in their classroom and enhance their self-esteem. These findings suggest several courses of action for language practitioners and teacher training institutions. Keywords: speaking anxiety; student teachers; collaborative learning; podcasts; out-of-class learnin

The Role of Massively Multiplayer Role-Playing Games in Facilitating Vocabulary Acquisition for English Language Learners: A Mixed-Methods Study

Slow vocabulary development and poor comprehension among English Language learners (ELLs) (August, Carlo, & Snow, 2005) have resulted in an academic achievement gap between ELLs and native English-speaking learners in the United States (Klingner, Artiles, & Barletta, 2006; Wilde, 2010). This mixed-methods sequential explanatory research aims to help narrow the academic gap by providing increased engagement and interaction opportunities to ELLs. In this study, I replicated and extended Bourgonjon et al. (2010)’s study identifying the predictive factors of students’ acceptance for using video games in the classrooms. A sequential qualitative study with 11 selected participants was conducted to explain how the factors, tested in the first quantitative phase of study, facilitate ELLs’ vocabulary growth. I triangulated the results of the two phases and the discussion of the findings to answer my research questions. Based on the data collected from 371 participants via a web-based survey, I tested the reliability and validity of the adapted survey scale items using inter-item correlations, factor analysis, and internal consistency reliability tests. Then, I formulated and validated path models to test the hypotheses related to relationships among variables. Results from the analysis concluded that the factor of perceived learning opportunity is an important predictors for players’ preference for using MMORPGs in the L2 English classroom. The follow-up qualitative study aims to explain why certain factors identified in the first phase were significant predictors that impact players’ preference to use MMORPGs to obtain L2 English vocabulary. Evidence shows that game texts and social interactions are major learning opportunities provided by MMORPGs. I expect that this study, along with further research in this area, will help teachers integrate MMORPGs or related game mechanics into their regular instruction to provide increased engagement and interaction opportunities to English language learners

Oral language accuracy, corrective feedback and learner uptake in an online EFL course

Les eines tecnològiques han ampliat el ventall de possibilitats en l'ensenyament i l'aprenentatge de llengües i han generat moltes preguntes en professors i investigadors: quina és la millor manera d'integrar la tecnologia? Quins efectes té la tecnologia en l'aprenentatge? Quin és el paper de la correcció d'errors en ambients totalment virtuals? Aquesta investigació busca identificar els errors més comuns, les estratègies de correcció més freqüents i les reaccions dels alumnes a les correccions dels professors en ambients sincrònics. Aquest és un estudi de cas qualitatiu que fa servir mètodes mixtos i l'anàlisi del discurs mitjançat per ordinador per analitzar la informació. Els resultats de la investigació mostren que els estudiants produeixen errors a velocitats similars, el professor tendeix a proveir la correcció explícita dels errors i els estudiants tendeixen a repetir les correccions del professor.Las herramientas tecnológicas han ampliado el abanico de posibilidades en la enseñanza y el aprendizaje de lenguas y han generado muchas preguntas en profesores e investigadores: ¿cuál es la mejor manera de integrar la tecnología?, ¿qué efectos tiene la tecnología en el aprendizaje?, ¿cuál es el rol de la corrección de errores en ambientes totalmente virtuales? Esta investigación busca identificar los errores más comunes, las estrategias de corrección más frecuentes y las reacciones de los aprendices a las correcciones de los profesores en ambientes sincrónicos. Este es un estudio de caso cualitativo que usa métodos mixtos y el análisis del discurso mediado por computador para analizar la información. Los resultados de la investigación muestran que los estudiantes producen errores a velocidades similares, el profesor tiende a proveer la corrección explícita de los errores y los estudiantes tienden a repetir la corrección del profesor.The use of computer-mediated communication (CMC) technologies has broadened the scope of possibilities for language teaching and learning, while also leading teachers and researchers alike to pose a number of relevant questions. What is the best way to blend such technologies into teaching? What impact will CMC technologies have on learners' target language development? What role does teacher feedback play in exclusively online language learning settings? To answer these questions, a qualitative case study was carried out to identify the most common errors made by language learners, the correction strategies employed by teachers and, finally, learners' reactions to these corrections in synchronous interactions. The study's main findings, based on a mixed-methods and computer-mediated discourse analysis approach, are as follows: most learners make mistakes at a similar rate, the number of mistakes drops towards the end of the course, the teacher tends to provide explicit corrective feedback and students' main strategy for amending their mistakes is to repeat the teacher's correction

Oral language accuracy, corrective feedback and learner uptake in an online EFL course

Les eines tecnològiques han ampliat el ventall de possibilitats en l'ensenyament i l'aprenentatge de llengües i han generat moltes preguntes en professors i investigadors: quina és la millor manera d'integrar la tecnologia? Quins efectes té la tecnologia en l'aprenentatge? Quin és el paper de la correcció d'errors en ambients totalment virtuals? Aquesta investigació busca identificar els errors més comuns, les estratègies de correcció més freqüents i les reaccions dels alumnes a les correccions dels professors en ambients sincrònics. Aquest és un estudi de cas qualitatiu que fa servir mètodes mixtos i l'anàlisi del discurs mitjançat per ordinador per analitzar la informació. Els resultats de la investigació mostren que els estudiants produeixen errors a velocitats similars, el professor tendeix a proveir la correcció explícita dels errors i els estudiants tendeixen a repetir les correccions del professor.Las herramientas tecnológicas han ampliado el abanico de posibilidades en la enseñanza y el aprendizaje de lenguas y han generado muchas preguntas en profesores e investigadores: ¿cuál es la mejor manera de integrar la tecnología?, ¿qué efectos tiene la tecnología en el aprendizaje?, ¿cuál es el rol de la corrección de errores en ambientes totalmente virtuales? Esta investigación busca identificar los errores más comunes, las estrategias de corrección más frecuentes y las reacciones de los aprendices a las correcciones de los profesores en ambientes sincrónicos. Este es un estudio de caso cualitativo que usa métodos mixtos y el análisis del discurso mediado por computador para analizar la información. Los resultados de la investigación muestran que los estudiantes producen errores a velocidades similares, el profesor tiende a proveer la corrección explícita de los errores y los estudiantes tienden a repetir la corrección del profesor.The use of computer-mediated communication (CMC) technologies has broadened the scope of possibilities for language teaching and learning, while also leading teachers and researchers alike to pose a number of relevant questions. What is the best way to blend such technologies into teaching? What impact will CMC technologies have on learners' target language development? What role does teacher feedback play in exclusively online language learning settings? To answer these questions, a qualitative case study was carried out to identify the most common errors made by language learners, the correction strategies employed by teachers and, finally, learners' reactions to these corrections in synchronous interactions. The study's main findings, based on a mixed-methods and computer-mediated discourse analysis approach, are as follows: most learners make mistakes at a similar rate, the number of mistakes drops towards the end of the course, the teacher tends to provide explicit corrective feedback and students' main strategy for amending their mistakes is to repeat the teacher's correction

Speaking from a distance : promoting oral skills out-of-class

Ankara : [The Program of Teaching English as a Foreign Language], Graduate School of Education of Bilkent University, 2015.Thesis (Master's) -- Bilkent University, 2015.Includes bibliographical references leaves 112-120.This study aims to explore whether students perceive that the computermediated communicative (CMC) out-of-class speaking activities support the development of their oral speaking skills, whether students consider that the out-ofclass speaking activities contributed to building their level of confidence with respect to using the target structures and vocabulary in the classroom, and the advantages and/or challenges they perceive in using computer-mediated communicative out-ofclass activities to improve their speaking skills. A further aim of this study is to investigate whether the use of CMC out-ofclass speaking activities supports the development of students’ willingness to communicate (WTC), measured by using students’ performance on PowerPoint (PPT) exercises over a period of five weeks. The research was conducted at a public university in Turkey with six participants, who were chosen among upperintermediate level students on a voluntary basis. The data for this research were collected via five different PPT slides, interviews at the end of each PPT and a final interview, which was conducted at the end of the study, one questionnaire and the rubric formed by the researcher to determine the CMC out-of-class activities’ impact on learners’’ WTC. Both qualitative and quantitative data analysis from the interviews and the criteria indicated that participants perceived positive pedagogical and academic contributions from these digitalized out-of-class speaking activities. Also the study showed that there was a significant contribution to the students’ WTC in the target language as they became more confident as well as more comfortable speaking English.Akkaya-Önal, MeriçM.S

Developing and evaluating a pattern grammar inspired CALL tool: PAT GRAM

This dissertation project developed and evaluated a computer-assisted language learning (CALL) tool, PAT GRAM, that provides explicit instruction on grammar patterns. Evaluation of the explicit instruction offered by PAT GRAM adopted Chapelle’s (2001) framework of criteria for CALL task appropriateness. Following this framework, evidence was collected to investigate language learning potential, learner fit, meaning focus, and impact qualities of the explicit instruction realized through PAT GRAM. To provide evidence for these qualities, this study employed a case study research design including qualitative and quantitative data. The qualitative data encompassed participants’responses to semi-structured interviews and retrospective verbal protocols focusing on their perceptions of learning process and use of PAT GRAM. The quantitative data consisted of participants’ pretest and posttest scores on knowledge of verb patterns, revision of sentences that they constructed using the target grammar patterns, and their responses to Likert-scale questions gauging participants’ perceptions of learning experience with PAT GRAM. The results suggest that PAT GRAM holds great potential to provide effective explicit instruction on grammar patterns in the target instructional context. This conclusion was drawn based on all four investigated qualities of PAT GRAM, including language learning potential, learner fit, meaning focus, and impact. The language learning potential quality of the explicit instruction using PAT GRAM was strongly supported by evidence showing improved knowledge of grammar patterns, accuracy of pattern use, attention to patterns, and positive perceptions of learning using PAT GRAM. Also, learners’ judgment of the explicit instruction using PAT GRAM as appropriate for their level, many incidences of identifying errors, and successful revisions suggest that the explicit instruction offered by PAT GRAM enjoys a high quality of learner fit. Further, participants’ attention to meaning of patterns and construction of meaningful sentences lent support for the meaning focus quality of the explicit instruction provided by PAT GRAM. Finally, participants evaluated the impact quality of PAT GRAM positively and perceived the learning experience with PAT GRAM as awareness-raising, autonomy-facilitating, confidence-building, and motivation-stimulating. The results of this study convincingly demonstrated the usefulness and appropriateness of the explicit instruction using PAT GRAM in the university English for second language (ESL) classroom and yielded valuable implications for research on and instruction in L2 vocabulary learning