O n f e r e n c e

Mei-Jen Audrey Shih, Jie Chi Yang
National Central University, Taoyuan, Taiwan 
audreyshih32@gmail, [e-mail] 
Perspectives of Design-Based Research on EFL Speaking 
Instruction
Bio data 
Mei-Jen Audrey Shih
is currently a PhD student in the Graduate Institute of Network 
Learning Technology at National Central University in Taiwan. She holds a MA degree in 
ICT & Education from University of Leeds, UK. Her research interests include foreign 
language learning, computer-assisted listening and speaking learning and its application 
in instruction. Her recent study is on investigating the perception from EFL high school 
students for synchronous oral practice using technology in the classroom and further 
explores supported instructional design for speaking practice. 
Dr. 
Jie-Chi Yang
received his Ph.D. degree from the Department of Human System 
Science at the Tokyo Institute of Technology, Japan, in 2000. He is currently the Head of 
the Graduate Institute of Network Learning Technology and a Distinguished Professor at 
National Central University, Taiwan. With more than a decade of involvement in CALL, 
Dr. Yang has been utilizing various advanced techniques to support language learning, 
including film-based concordances, natural language processing, video-capture virtually 
reality, multimedia technologies, and game-based learning strategies. He has published 
manuscripts in high-impact journals such as Computers & Education, Journal of 
Computer Assisted Learning, Educational Technology & Society, Interactive Learning 
Environments, Computer Assisted Language Learning, ReCALL, and CALICO 
Abstract 
A perspective of design-based research (Design-Based Research Collective, 2003) toward 
the speaking instructional design, not only integrated with theory (input and 
comprehensible output hypotheses) and practice for grounded and pragmatic 
applications, but also offered iterative and flexible designed activities to form a specific 
EFL speaking learning environment. Additionally, it concerned several elements, such as 
tasks, materials, tools, patterns of communication and interaction, and instructional 
sequences in the designed learning environment (Reimann, 2011). Therefore, regarding 
a proposed EFL speaking instructional design concerning the perceived needs of 614 high 
school students to encourage continual channels of English oral practice, four revolving 
designed activities in terms of thematic oral practice, thematic oral composition, 
interpersonal appreciation, and sharing and reflection were conducted. The four revolving 
activities were identified as a sequence of thread to aid both in-class and after-class 
English oral practice with synchronous and asynchronous CMCs respectively. After eight-
month implementation, a few considerations pro and con were uncovered. Accordingly, 
some encounters were addressed as follows by a combination of the instructor-
researcher’s observation, the students’ audioblog development, and quantitative data. 
First, the findings reveal that a set-up of English as a vehicle for classroom 
communication encouraged the designed patterns and activities for English oral practice 
in class. Second, the use of tool, particularly the asynchronous CMC for after-class oral 
practice, was not as expected as supportive for English oral practice. 

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Third, individual differences of students seemed to greatly affect their learning outcomes, 
which in turn to be a major issue to impact the effectiveness of the speaking instruction. 
In sum, it is essential to note that we should not overlook how the EFL students perceive 
the matter of “speaking in English”, which further profoundly influence the value of 
designed activities and their willingness of maintaining the speaking instruction.