The Impact of Voice Journals on University Students’ Speaking Skills in Blended Learning
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The emergence of CLT has brought on a shift in L2 instruction, and EFL learners are now asked to produce spoken discourse that is both accurate and comprehensible in communicative situations. However, the unfortunate reality is that the classrooms are overcrowded, and there is a lack of interaction and exposure to the target language. To make up for the lack, voice journals and BBS are used in this study to investigate the impact they have on the students’ speaking skills and their perspectives. The subjects were sixty-two university students in a speaking class. Data collection instruments included a questionnaire, class observation, learner produced voice journal entries, and reflective journals. The major findings were as follows. First, the participants showed interest towards voice journals and blended learning, but the majority had not experienced it in prior to the study. Second, they had positive perspectives towards voice journals in blended learning, especially regarding interest. Third, the students found voice journals to provide them with more chances to speak and enjoyed the interaction, but wanted more corrective feedback. Finally, voice journals in blended learning were effective for improving the students’ speaking skills. Based on the findings, suggestions, and implications are provided.
Abstract
The emergence of CLT has brought on a shift in L2 instruction, and EFL learners are now asked to produce spoken discourse that is both accurate and comprehensible in communicative situations. However, the unfortunate reality is that the classrooms are overcrowded, and there is a lack of interaction and exposure to the target language. To make up for the lack, voice journals and BBS are used in this study to investigate the impact they have on the students’ speaking skills and their perspectives. The subjects were sixty-two university students in a speaking class. Data collection instruments included a questionnaire, class observation, learner produced voice journal entries, and reflective journals. The major findings were as follows. First, the participants showed interest towards voice journals and blended learning, but the majority had not experienced it in prior to the study. Second, they had positive perspectives towards voice journals in blended learning, especially regarding interest. Third, the students found voice journals to provide them with more chances to speak and enjoyed the interaction, but wanted more corrective feedback. Finally, voice journals in blended learning were effective for improving the students’ speaking skills. Based on the findings, suggestions, and implications are provided.
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