O n f e r e n c e

Short paper 
A perspective of design-based research (Design-Based Research Collective, 2003) toward 
the speaking instructional design, not only integrates with theory and practice for 
grounded and pragmatic applications, but also affords iterative and flexible designed 
activities to form a specific EFL speaking learning environment. In order to reinforce an 
ecological speaking instructional design within EFL environment, the current study is 
keen to bind the practice with theory compatibly, as well as look into how EFL students 
would acknowledge the design. So, with regard to the theory of second language 
acquisition (SLA), Krashen (1985) stated the notion of Input Hypothesis was essential 
and significantly impacting on SLA, which offered a foundation of the language learning 
to learners (Gass & Mackey, 2007). However, input alone cannot make sufficient 
language learning while Comprehensible Output Hypothesis would better the learning 
progressively (Swain & Lapkin, 1995). As a result, by offering output opportunity, the 
process enables learners to select possible input and endeavor to produce the language 
(Zhang, 2009). Furthermore, within the view of theories, how to operate practice and 
design becomes indispensable. It concerns several elements, such as tasks, materials, 
tools, patterns of communication and interaction, and instructional sequences in the 
designed learning environment (Reimann, 2011). As Zhang (2009) pointed out through 
reading and listening materials provided in the classroom to give students abundant 
exposure of input, and the instructor would take the responsibility to guide them to 
receive comprehensible input correspondingly. Then, a means of various outputting 
occasions was needed to the students for plenty of practice, which might not take into 
account of merely classroom-based training. This situation of language learning is 
particularly more crucial on oral expression in EFL setting. In the meanwhile, recently, 
much research has been affirmed that tool of computer-mediated communication (CMC) 
advantaged the speaking development, especially in EFL setting (Alastuey, 2011; Ko, 
2012; Zou, 2013). A means of engaging the facilitation to support the EFL speaking 
instruction can allow a proper arrangement for a great influence on oral practice 
experience. 
To this end, a proposed EFL speaking instructional design was conducted with two-phase 
schemes which based on design-based approach regarding the perceived needs of 614 
target high school students. While Phase (in-class) was thematic oral practice which 
engaged with synchronous CMC for students pair/ triad discussion in English, Phase
(in 
and after- class) extended the former phase to establish sequent threads of encouraging 
English oral practice experience with both synchronous and asynchronous CMCs. Four 
activities namely thematic oral practice, thematic oral composition, interpersonal 
appreciation, and sharing and reflection were conducted as a cycle within a theme in 
Phase . More specifically, the four revolving activities were identified to aid both in-class 
and after-class English oral practice with synchronous and asynchronous CMCs 
respectively.
The instructional design aimed to look for whether these in and after-class activities 
enabled students to increase English speaking application practically, and what condition 
might affect practically English speaking application to students. After eight-month 
implementation, a few considerations pro and con were uncovered by a mixed method 
data collection. Accordingly, the data collection addressed as follows by a combination of 
the 
instructor-
researcher’s observation, the students’ audioblog development 
(asynchronous CMC), and quantitative data. 

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-314- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
The results revealed some inferences from both qualitative and quantitative analyses. 
First, with regard to the instructor’s observation and the students’ audioblog 
development, the effectiveness of in and after-class activities revealed a different degree 
of interaction among students. A set-up of English as a vehicle for classroom 
communication greatly encouraged the designed patterns and activities for abundant 
English oral practice and discussion via synchronous CMC. However, the use of tool, 
audioblog, the asynchronous CMC for after-class oral practice, was not as expected as 
supportive to extend the interaction of English speaking practice from the in-class activity 
to all students. Second, individual differences of students seemed to prominently affect 
their learning outcomes, which in turn to be a major issue to impact the effectiveness of 
the speaking instruction design. For this current study, students’ state communicative 
self-confidence in English and their perceptions towards the synchronous CMC were 
examined and impacted their willingness to communicate correspondingly. 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. 
Apart from the above indicated results, some challenges are disclosed from this current 
reported study. The speaking instructional design was suggested with reference to 
students’ consideration on improving
English oral practice experience in EFL 
environment. However, concerning the results, there is a gulf appeared between 
students’ anticipation and practice. From the instructor’s observation, students’ English 
oral proficiency level and personality seem to influence their English oral practice 
experience considerably. It might be due to the fact that the nature of speaking inclines 
to be initiative-
oriented. As a result, students’ attitude and perception would directly 
affect the learning. Additionally, a large amount of target participants in this study might 
cause a difficulty for measurement via a design-based perspective. Consequently, a 
further research design of EFL speaking instruction should cautiously take into account of 
the total of student and individual difference for not only scheming but also encountering 
the need of students.