The Effect of Asynchronous Computer-Mediated Condition on L2 Learners' Monologue Speaking Ability, Speaking Apprehension, L2 Self-Confidence, and Willingness to Communicate

Journal of English Language Pedagogy and Practice

دوره 15، شماره 30، آذر 2022، صفحه 96-118   

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/jal.2022.696568

نویسندگان

Matin Ramak؛ Hossein Siahpoosh^* ؛ Mehran Davaribina

Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran

چکیده

This study was conducted to examine the effect of asynchronous computer-mediated condition on L2 learners' speaking ability, speaking apprehension, L2 self-confidence, and willingness to communicate. The participants of this study included 40 intermediate undergraduate students of English language teaching at an Iranian university. The participants were assigned to two experimental (asynchronous computer-mediated) and control (face-to-face) conditions randomly. In the experimental group, the participants practiced speaking in an asynchronous online environment, and in the control group, the students spent a part of their class time accomplishing monologue tasks. Using questionnaires, the participants' speaking ability, speaking apprehension, L2 self-confidence, and willingness to communicate were measured at the beginning and at the end of the term. The findings showed that the monologue speaking ability mean score of those in the computer-mediated group improved significantly more than that of the face-to-face group. Another finding of this study was the superiority of the computer-mediated condition with regard to the participants' speaking self-confidence, speaking apprehension, and willingness to communicate. Overall, the results suggest that asynchronous computer-mediated condition can provide learners with a less-threatening condition that can improve the chances of their L2 monologue speaking ability.

کلیدواژه‌ها

L2 speaking ability؛ monologue؛ willingness to communicate؛ speaking apprehension؛ L2 self-confidence

مراجع

Alawiyah, T. (2018). Speaking self-efficacy and EFL student teachers’ speaking achievement. Edukasi: Jurnal Pendidikan dan Pengajaran, 5(1), 87-96.

Alshahrani, A. (2016). Communicating authentically: Enhancing EFL students' spoken English via videoconferencing. CALL-EJ, 17(2), 1-17.

Amirian, Z., Karamifar, Z., & Youhanaee, M. (2020). Structural equation modeling of EFL learners' willingness to communicate and their cognitive and personality traits. Applied Research on English Language, 9(1), 103-136.

Amiryousefi, M. (2019). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147-161.

Asakereh, A., & Dehghannezhad, M. (2015). Student satisfaction with EFL speaking classes: Relating speaking self-efficacy and skills achievement. Issues in Educational Research, 25(4), 345-363.

Baghaei, P. (2013). Development and psychometric evaluation of a multidimensional scale of willingness to communicate in a foreign language. European Journal of Psychology of Education, 28(3), 1087-1103.

Bárkányi, Z. (2021). Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs. ReCALL, 33(2), 143-160.

Bećirović, S. (2020). Motivation, anxiety and students’ performance. Ahmetović, E., Bećirović, S., and Dubravac, 2020, 271-289.

Blake, R. J. (2017). Technologies for teaching and learning L2 speaking. In The handbook of technology and second language teaching and learning ( pp. 107-117). NY: John Wiley & Sons  

Bowman, A. M. (2018). The effect of peer practice on communication apprehension in high school students: a quantitative, quasi-experimental, static-group study. Liberty University.

Chen, S. Y., & Tseng, Y.-F. (2021). The impacts of scaffolding e-assessment English learning: A cognitive style perspective. Computer Assisted Language Learning, 34(8), 1105-1127.

Dastgoshadeh, A., & Javanmardi, P. (2021). Emotional Intelligence as a Predictor of EFL Learners' Willingness to Communicate. MEXTESOL Journal, 45(3), n3.

Daubney, M., Dewaele, J.-M., & Gkonou, C. (2017). Preliminary thoughts on language anxiety and the focus of this anthology. New Insights into Language Anxiety: Theory, Research and Educational Implications, 1-7.

Derakhshan, A., Khalili, A. N., & Beheshti, F. (2016). Developing EFL learner’s speaking ability, accuracy and fluency. English Language and Literature Studies, 6(2), 177-186.

Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New Jersey Mahwah.

Dornyei, Z. (2019). Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System. Studies in Second Language Learning and Teaching, 9(1), 19-30.

Elahi Shirvan, M., Khajavy, G. H., MacIntyre, P. D., & Taherian, T. (2019). A meta-analysis of L2 willingness to communicate and its three high-evidence correlates. Journal of Psycholinguistic Research, 48(6), 1241-1267.

Ellis, R. (2010). Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32(2), 335-349.

Feldon, D. F., Franco, J., Chao, J., Peugh, J., & Maahs-Fladung, C. (2018). Self-efficacy change associated with a cognitive load-based intervention in an undergraduate biology course. Learning and Instruction, 56, 64-72.

Galante, A. (2018). Drama for L2 speaking and language anxiety: Evidence from Brazilian EFL learners. RELC Journal, 49(3), 273-289.

Ghasemi, A. A., Ahmadian, M., Yazdani, H., & Amerian, M. (2020). Towards a model of intercultural communicative competence in Iranian EFL context: Testing the role of international posture, ideal L2 self, L2 self-confidence, and metacognitive strategies. Journal of Intercultural Communication Research, 49(1), 41-60.

Guillén, G. (2015). Awareness and corrective feedback in social CALL, Tandems, and E-Tandems. IALLT Journal of Language Learning Technologies, 44(2), 1-42.

Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective feedback in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30, 31-44.

Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. University of Hawai'I Second Langauge Studies Paper 20 (2).

Hewitt, E., & Stephenson, J. (2012). Foreign language anxiety and oral exam performance: A replication of Phillips's MLJ study. The Modern Language Journal, 96(2), 170-189.

Hoomanfard, M. H., & Rahimi, M. (2020). A comparative study of the efficacy of teacher and peer online written corrective feedback on EFL learners' writing ability. Zabanpazhuhi (Journal of Language Research), 11(33), 327-352.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.

Hsu, L. (2016). An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training. Computer Assisted Language Learning, 29(5), 881-900.

Huisman, B., Saab, N., Van Driel, J., & Van Den Broek, P. (2018). Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education, 43(6), 955-968.

Jamalifar, G., & Salehi, H. (2020). The effects of rehearsal and strategic task planning on L2 willingness to communicate. The Language Learning Journal, 48(2), 162-169.

Khajavy, G. H., MacIntyre, P. D., & Barabadi, E. (2018). Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research. Studies in second language acquisition, 40(3), 605-624.

Khatib, F. M. M., & Maarof, N. (2015). Self-efficacy perception of oral communication ability among English as a Second Language (ESL) Technical Students. Procedia-Social and Behavioral Sciences, 204, 98-104.

Kirschner, P. A., Sweller, J., Kirschner, F., & Zambrano R, J. (2018). From cognitive load theory to collaborative cognitive load theory. International Journal of Computer-Supported Collaborative Learning, 13(2), 213-233.

Lee, J. S., & Lee, K. (2020). Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings. Language Teaching Research, 24(6), 813-833.

Likourezos, V., Kalyuga, S., & Sweller, J. (2019). The variability effect: When instructional variability is advantageous. Educational Psychology Review, 31(2), 479-497.

Lin, Y.-L. (2020). A helping hand for thinking and speaking: Effects of gesturing and task planning on second language narrative discourse. System, 91, 102243.

Liu, J., Shindo, H., & Matsumoto, Y. (2019). Development of a computer-assisted Japanese functional expression learning system for Chinese-speaking learners. Educational Technology Research and Development, 67(5), 1307-1331.

MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in Second Language Acquisition, 23(3), 369-388.

MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.

MacIntyre, P. D., & Doucette, J. (2010). Willingness to communicate and action control. System, 38(2), 161-171.

McCroskey, J. C. (1976). The effects of communication apprehension on nonverbal behavior. Communication Quarterly, 24(1), 39-44.

McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement. Retrieved from: https://doi.org/10.1080/01463379209369817

McCroskey, J. C., & Richmond, V. P. (1987). Willingness to communicate. Personality and Interpersonal Communication, 6, 129-156.

Oya, T., Manalo, E., & Greenwood, J. (2004). The influence of personality and anxiety on the oral performance of Japanese speakers of English. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 18(7), 841-855.

Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of language and Linguistic Studies, 10(1), 1-17.

Papi, M., & Teimouri, Y. (2014). Language learner motivational types: A cluster analysis study. Language Learning, 64(3), 493-525.

Payne, J. S., & Whitney, P. J. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 7-32.

Razmjoo, S. A., & Hoomanfard, M. H. (2012). On the Effect of Cooperative Writing on Students' Writing Ability, WTC, Self-efficacy, and Apprehension. World Journal of English Language, 2(2), 19.

Safari Moghaddam, M., & Ghafournia, N. (2019). Elaboration on foreign language anxiety in L2 speaking: A study of Iranian EFL learners. International Journal of Foreign Language Teaching and Research, 7(26), 137-156.

Salehi, S., & Nosratinia, M. (2022). The Interplay Between Oral Communication Strategies and Willingness to Communicate in Impulsive and Reflective EFL Learners. International Journal of Foreign Language Teaching and Research, 10(40), 85-101.

Şimşek, E., and Dörnyei, Z. (2017). Anxiety and L2 self-images: The ‘anxious self’.” In M. D. C. Gkonou, & J. M. Dewaele (Ed.), New insights into language anxiety: Theory, research and educational implications (pp. 51-69). Multilingual Matters.

Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 1-14.

Storch, N. (2018). Written corrective feedback from sociocultural theoretical perspectives: A research agenda. Language Teaching, 51(2), 262-277.

Su, Y., Zheng, C., Liang, J.-C., & Tsai, C.-C. (2018). Examining the relationship between English language learners’ online self-regulation and their self-efficacy. Australasian Journal of Educational Technology, 34(3).

Teimouri, Y. (2017). L2 selves, emotions, and motivated behaviors. Studies in second language acquisition, 39(4), 681-709.

Tóth, Z. (2017). Exploring the relationship between anxiety and advanced Hungarian EFL learners’ communication experiences in the target language: A study of high vs low anxious learners. New Insights into Language Anxiety: Theory, Research and Educational Implications, 156-177.

Truong, T. N. N., & Wang, C. (2019). Understanding Vietnamese college students’ self-efficacy beliefs in learning English as a foreign language. System, 84, 123-132.

Tsai, P.-h. (2019). Beyond self-directed computer-assisted pronunciation learning: a qualitative investigation of a collaborative approach. Computer Assisted Language Learning, 32(7), 713-744.

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57-71.

Warschauer, M., & Ware, P. (2006). Automated writing evaluation: Defining the classroom research agenda. Language Teaching Research, 10(2), 157-180.

Woolfolk, A. (2016). Educational psychology: developing learners with mylab education with enhanced pearson etext, Loose-Leaf Version—Access Card Package. In: New York: Pearson College Div.

Zhang, Z. V. (2020). Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions. Assessing Writing, 43, 100439.

Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102.