The Multimodal Effects of Voice-Based Asynchronous Technology-Mediated Communication on EAP Speaking Performance

被引:0
作者
Sabbaghan, Soroush [1 ]
Peglar, Murray [2 ]
Tweedie, M. Gregory [2 ]
机构
[1] Univ Calgary, Werklund Sch Educ, Learning Sci Specializat, Calgary, AB, Canada
[2] Univ Calgary, Werklund Sch Educ, Language & Literacy Specializat, Calgary, AB, Canada
来源
TESL CANADA JOURNAL | 2019年 / 36卷 / 03期
关键词
English for Academic Purposes (EAP); voice-based; asynchronous computer-mediated communication (CMC); video feedback; instructor feedback; speaking performance; SPEECH; LEARNERS; INTELLIGIBILITY; WILLINGNESS; ACCURACY; FLUENCY; ENGLISH; COMPREHENSIBILITY; COMPLEXITY; TOOL;
D O I
10.18806/tesl.v36i3.1322
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study investigates how using a voice-based Asynchronous Technology-Mediated Communication framework (ATMC) can affect English for Academic Purposes (EAP) students' fluency, accuracy, and intelligibility. Research has highlighted the benefits of ATMC in improving various elements of spoken communication, but to date, its application to EAP contexts has been little studied. In EAP speaking/listening courses at a large Canadian university, a team of instructor-researchers developed a system to provide learners more speaking and listening practice opportunities and to give individualized video feedback (veedback) on speaking performance. The instructor-researchers used a practitioner enquiry research methodology to investigate the effectiveness of the voice-based ATMC for 14 participants, drawing upon qualitative data from student interviews and the instructor's qualitative and quantitative assessment of the students' responses to tasks. Findings indicate that the system resulted in overall gains in fluency, accuracy, and intelligibility due to a combination of the voice-based ATMC design, repetition and practice, and the veedback. Qualitative comments from participants indicate personalized feedback led to increased motivation. The framework described in this article, therefore, represents several important benefits for the application of voice-based ATMCs in EAP classrooms.
引用
收藏
页码:82 / 109
页数:28
相关论文
共 48 条
[11]   The intelligibility of Lombard speech for non-native listeners [J].
Cooke, Martin ;
Garcia Lecumberri, Maria Luisa .
JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA, 2012, 132 (02) :1120-1129
[12]   The psycholinguistics of the output hypothesis [J].
deBot, K .
LANGUAGE LEARNING, 1996, 46 (03) :529-555
[13]  
DeKeyser RM, 2007, CAM APPL L, P1, DOI 10.1017/CBO9780511667275
[14]   Students' perspectives of an EAP pathway program [J].
Dooey, Patricia .
JOURNAL OF ENGLISH FOR ACADEMIC PURPOSES, 2010, 9 (03) :184-197
[15]  
Ducate L, 2009, LANG LEARN TECHNOL, V13, P66
[16]   The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production [J].
Ellis, Rod .
APPLIED LINGUISTICS, 2009, 30 (04) :474-509
[17]  
Engin M., 2014, Journal of the Scholarship of Teaching and Learning, V14, P12, DOI [10.14434/josotlv14i5.12829, DOI 10.14434/JOSOTLV14I5.12829]
[18]   Non-native speech perception in adverse conditions: A review [J].
Garcia Lecumberri, Maria Luisa ;
Cooke, Martin ;
Cutler, Anne .
SPEECH COMMUNICATION, 2010, 52 (11-12) :864-886
[19]  
Graves K., 2008, Language Teaching, V41, P147, DOI [DOI 10.1017/S0261444807004867, https://doi.org/10.1017/S0261444807004867]
[20]   Language learning and perfectionism: Anxious and non-anxious language learners' reactions to their own oral performance [J].
Gregersen, T ;
Horwitz, EK .
MODERN LANGUAGE JOURNAL, 2002, 86 (04) :562-570