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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.
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