Mei-Jen Audrey Shih, Jie Chi Yang
National Central University, Taoyuan, Taiwan
audreyshih32@gmail, yang@cl.ncu.edu.tw
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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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.
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