본문 바로가기
KERD
논문KCI 등재

Effects of Voice Chat on EFL Learners’ Speaking Ability according to Proficiency Levels

3

조회

0

다운로드

37

인용

0

참고문헌

키워드

주제분류영어와문학

초록

This study investigates the effects of voice chat on Korean EFL learners’ speaking ability according to their proficiency levels. With the purpose of the study, 181 college students in Korea were recruited to participate in an English speaking program that was designed to assist their speaking ability development. Participants were divided into three proficiency levels: beginning-level, intermediate-level, and advanced-level. They were then further divided into three voice chat conditions: voice chat with peers, voice chat with chatbots, and control. During the sixteen weeks of the experiment, the participants were asked to engage in one of the different types of voice chat. Before and after the actual experiment, they were required to take pre- and post-tests based on TOEIC Speaking Test by ETS. The study found positive improvements in speaking ability for the participants at all proficiency levels as a result of participating in voice chat. All the participants demonstrated statistically significant speaking ability improvement across the different chat conditions. Furthermore, all the participants at different proficiency levels showed more positive perceptions of English language learning after engaging in voice chat. It can be suggested that voice chat provides EFL learners with ample opportunities to practice speaking, reduces negative feelings and develops positive perceptions of English language learning, and consequently, improves their speaking skills.

Abstract

This study investigates the effects of voice chat on Korean EFL learners’ speaking ability according to their proficiency levels. With the purpose of the study, 181 college students in Korea were recruited to participate in an English speaking program that was designed to assist their speaking ability development. Participants were divided into three proficiency levels: beginning-level, intermediate-level, and advanced-level. They were then further divided into three voice chat conditions: voice chat with peers, voice chat with chatbots, and control. During the sixteen weeks of the experiment, the participants were asked to engage in one of the different types of voice chat. Before and after the actual experiment, they were required to take pre- and post-tests based on TOEIC Speaking Test by ETS. The study found positive improvements in speaking ability for the participants at all proficiency levels as a result of participating in voice chat. All the participants demonstrated statistically significant speaking ability improvement across the different chat conditions. Furthermore, all the participants at different proficiency levels showed more positive perceptions of English language learning after engaging in voice chat. It can be suggested that voice chat provides EFL learners with ample opportunities to practice speaking, reduces negative feelings and develops positive perceptions of English language learning, and consequently, improves their speaking skills.

참고문헌 (75)

  1. Alastuey, M., "Perceived benefits and drawbacks of synchronous voice-based computermediated communication in the foreign language classroom", Computer-Assisted Language Learning, 24(5), pp.419~432 (2011)
  2. Alemi, M., "Employing humanoid robots for teaching English language in Iranian junior high-schools", International Journal of Humanoid Robotics, 11(3) (2014)
  3. "The language machine" (1999)[URL]
  4. Barr, D., "Told like it is! An evaluation of an integrated oral development project", Language Learning & Technology, 9(3), pp.55~78 (2005)
  5. Beauvois, M. H., "E-talk: Attitudes and motivation in computer-assisted classroom discussion", Computers and the Humanities, 28(3), pp.177~190 (1995)
  6. Bernstein, J., "Subarashii: Encounters in Japanese spoken language education", CALICO Journal, 16(3), pp.361~384 (1999)
  7. bin Tahir, S. Z., "Students’ speaking skill through voice chat at university of Iqra Buru", Journal of Modern Education Review, 5(3), pp.296~306 (2015)
  8. Bower, J., "Negotiation of meaning and corrective feedback in Japanese", English eTandem, 2011, pp.15(1), 41~71
  9. Brown, G., "Discourse analysis" (1983), Cambridge University Press
  10. Champakaew, W., "The effectiveness of negotiation for meaning strategies on EFL learners’ oral proficiency development in two-way communication tasks", The New English Teacher, 8(1), pp.80~101 (2014)
  11. Chang, C. W., "Exploring the possibility of using humanoid robots as instructional tools for teaching a second language in primary school", Journal of Educational Technology & Society, 13(2), pp.13~24 (2010)
  12. Chiu, T. -S., "A study of Web-based oral activities enhanced by automatic speech recognition for EFL college learning", Computer-Assisted Language Learning, 20(3), pp.209~234 (2007)
  13. Chun, D., "Using computer networking to facilitate the acquisition of interactive competence", System, 22(1), pp.17~31 (1994)
  14. Coniam, D., "Evaluating the language resources of chatbots for their potential in English as a second language", ReCALL Journal, 20(1), pp.98~116 (2008)
  15. Cunningham, C., "Keep talking: Using music during small group discussions in EAP", ELT Journal, 68(2), pp.179~191 (2014)
  16. Overcoming Japanese EFL learners' fear of speaking, "Cutrone, P.", 55~63, pp.Language Studies Working Papers 1 (2009)
  17. Ellis, R., "Task-based language learning and teaching" (2003), Oxford University Press
  18. Fryer, L., "Bots as language learning tools", Language Learning & Technology, 10(3), pp.8~14 (2006)
  19. Gass, S. M., "Input, interaction, and second language production", Studies in Second Language Acquisition, 16(3), pp.283~302 (1994)
  20. Goronzy, S., "Robust adaptation to non-native accents in automatic speech recognition" (2002), Springer
  21. Greenfield, R., "Collaborative e-mail exchange for teaching secondary ESL: A case study in Hong Kong", Language Learning & Technology, 7(1), pp.46~70 (2003)
  22. Hampel, R., "Towards an effective use of audio-conferencing in distance language courses", Language Learning & Technology, 8(1), pp.66~82 (2004)
  23. 한종임, "멀티미디어를 활용한 영어의사소통능력 신장 방안 연구", 영어교육, 57(4), pp.533~558 (2002), 한국영어교육학회
  24. 한종임, "The Effects of Post-Task CMC Activities and Task Types on Korean EFL Learners’ Oral Performance", 영상영어교육(STEM Journal), 17(2), pp.107~133 (2016), 영상영어교육학회
  25. Handley, Z., "Establishing a methodology for benchmarking speech synthesis for computer-assisted language learning", Language Learning & Technology, 9(3), pp.99~120 (2005)
  26. Hanson-Smith, E., "Technologically enhanced learning environments" (2000), TESOL
  27. Harris, A. D., "The use and interpretation of quasi-experimental studies in medical informatics", Journal of the American Medical Informatics Association, 13(1), pp.16~23 (2006)
  28. Hashimoto, Y., "Motivation and willingness to communicate as predictors of reported L2 use:The Japanese ESL context", Second Language Studies, 20(2), pp.29~70 (2002)
  29. Ho, Y. K., "Audio-taped dialogue journals: An alternative form of speaking practice", ELT Journal, 57(3), pp.269~277 (2003)
  30. Holland, V. M., "Preliminary tests of language learning in a speech-interactive graphics microworld", CALICO Journal, 16(3), pp.339~359 (1999)
  31. Jepson, K., "Conversations–and negotiated interaction–in text and voice chat rooms", Language Learning & Technology, 9(3), pp.79~98 (2005)
  32. Kern, N., "Reconstructing classroom interaction with networked computers: Effects on quality and quantity of language production", The Modern Language Journal, 79(4), pp.457~476 (1995)
  33. Kessler, G., "Fluency and anxiety in self-access speaking tasks: The influence of environment", Computer-Assisted Language Learning, 23(4), pp.361~375 (2010)
  34. 김성연, "음성 언어 기반 CMC의 교육적 효과에 관한 연구", 멀티미디어 언어교육, 11(1), pp.85~102 (2008), 한국멀티미디어언어교육학회[DOI]
  35. Kötter, M., "Developing distance language learners’ interactive competence: Can synchronous audio do the trick?", International Journal of Educational Telecommunications, 7(4), pp.327~353 (2001)
  36. Liao, C. W., "The relationships of test scores measured by the TOEIC listening and reading test and TOEIC speaking and writing tests" (2010), Educational Testing Service
  37. Lee, L., "Fostering second language oral communication through constructivist interaction in desktop video-conferencing", Foreign Language Annals, 40(4), pp.635~649 (2007)
  38. Lee, W., "Reducing student reticence through teacher interaction strategy", ELT Journal, 64(3), pp.302~313 (2010)
  39. Levy, M., "Technologies in use for second language learning", The Modern Language Journal, 93(1), pp.769~782 (2009)
  40. Liang, A., "Computer assisted adult interactive learning in a multi-cultural environment", Adult Learning, 11(1), pp.26~29 (1999)
  41. Liu, M., "Reticence in oral English language classrooms: A case study in China", TESL Reporter, 38(1), pp.1~16 (2005)
  42. Liu, M., "Reticence and anxiety in oral English lessons" (2009), Peter Lang
  43. MacIntyre, P. D., "Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation", The Modern Language Journal, 82(4), pp.545~562 (1998)
  44. "The benefit of incorporating music in the classroom" (2004)[URL]
  45. Oh, Y. R., "Acoustic model adaptation based on pronunciation variability analysis for non-native speech recognition", Speech Communication, 49(1), pp.59~70 (2007)
  46. O’ Malley, J. M., "Learning strategies in second language acquisition" (1990), Cambridge University Press
  47. Ortega, L., "Process and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion", Language Learning & Technology, 1(1), pp.82~93 (1997)
  48. Payne, J. S., "Synchronous CMC, working memory, and L2 oral proficiency development", Language Learning & Technology, 9(3), pp.35~54 (2005)
  49. Payne, J. S., "Developing L2 oral proficiency through synchronous CMC:Output, working memory, and interlanguage development", CALICO Journal, 20(1), pp.7~32 (2002)
  50. Pong, K. H, "Learners’ anxieties on posting their own speeches on YouTube.com: Facilitative or debilitative", Selected Papers from the Third Conference on College English: College English Issues and Trends, 3, pp.73~100 (2010)
  51. Powers, D. E., "The TOEIC® speaking and writing tests: Realations to test taker perceptions of proficiency in English" (2009), Educational Testing Service
  52. Roed, J., "Language learner behaviour in a virtual environment", Computer Assisted Language Learning, 16(2), pp.155~172 (2003)
  53. Rosell-Aguilar, F., "Task design for audiographic conferencing: Promoting beginner oral interaction in distance language learning", Computer-Assisted Language Learning, 18(5), pp.417~442 (2005)
  54. Salaberry, M. R., "A theoretical foundation for the development of pedagogical tasks in computer mediated communication", CALICO Journal, 14(1), pp.5~34 (1996)
  55. Satar, H., "The effects of synchronous CMC on speaking proficiency and anxiety:Text versus voice chat", The Modern Language Journal, 92(4), pp.595~613 (2008)
  56. Shawar, B. A., "Fostering language learner autonomy through adaptive conversation tutors", Proceedings of the The fourth Corpus Linguistics conference (2007)
  57. Signhal, M., "The Internet and foreign language education: Benefits and challenges", TESOL Journal, 3(6) (1997)
  58. Stockwell, G. R., "CMC for language learning: Examining the possibilities", Paper presented at the JALTCALL 2004 Conference (2004)
  59. Sullivan, P., "Teaching writing on a computer network", TESOL Journal, 3(1), pp.19~23 (1993)
  60. Sun, Y. C., "Voice blog: An exploratory study of language learning", Language Learning & Technology, 13(2), pp.88~103 (2009)
  61. Sun, Y. C., "I help, therefore, I learn: Service learning on Web 2.0 in an EFL speaking class", Computer-Assisted Language Learning, 28(3), pp.202~219 (2015)
  62. Sykes, J., "Synchronous CMC and pragmatic development: Effects of oral and written chat", CALICO Journal, 22(3), pp.399~431 (2005)
  63. Tian, J., "Taking language learning outside the classroom: learners' perspectives of eTandem learning via Skype", Innovation in Language Learning and Teaching, 4(3), pp.181~197 (2010)
  64. "Maximizing computer-mediated communication as a collaborative learning environment for ESL teachers. Information Technology & Multimedia in English Language Teaching" (2001)[URL]
  65. Walker, A., "Technology enhanced language learning: Connecting theory and practice" (2013), Oxford University Press
  66. Wang, Y., "Distance language learning: Interactivity and fourth-generation Internet-based videoconferencing", CALICO Journal, 21(2), pp.373~395 (2004)
  67. Warschauer, M., "Comparing face-to-face and electronic communication in the second language classroom", CALICO Journal, 13(2), pp.7~26 (1996)
  68. Warschauer, M, "The Internet for English teaching: Guidelines for English teachers", TESL Reporter, 30(1), pp.27~33 (1997)
  69. Warschauer, M, "Computer and language learning: An overview", Language Teaching, 31(2), pp.57~71 (1998)
  70. Westlund, J. K, "Telling stories with green the DragonBot: A showcase of children's interactions over two months", Paper presented at the conference on HRI '15 (2015)
  71. Yanguas, I., "Oral computer-mediated interaction between L2 learners: It’s about time!", Language Learning & Technology, 14(3), pp.72~93 (2010)
  72. Yi, H., "The teacher-learner relationship and classroom interaction in distance learning: A case study of the Japanese language classes at an American high school", Foreign Language Annals, 26(1), pp.21~30 (1993)
  73. Yuan, F., "The effects of pre-task planning and on-line planning on fluency, complexity, and accuracy in L2 monologic oral production", Applied Linguistics, 24(1), pp.1~27 (2003)
  74. Zhang, D., "Essay writing in a Mandarin Chinese WebCT discussion board", Foreign Language Annals, 42(4), pp.721~741 (2009)
  75. Zhang, X., "Dealing with learner reticence in the speaking class", ELT Journal, 64(1), pp.1~9 (2010)

관련 논문AI추천

이 간행물의 다른 논문 (3건)