Voice over Instant Messaging as a Tool for Enhancing the Oral Proficiency and Motivation of English-as-a-Foreign-Language Learners

Autor/inn/en	Yang, Ya-Ting C.; Gamble, Jeffrey; Tang, Shiun-Yi S.
Titel	Voice over Instant Messaging as a Tool for Enhancing the Oral Proficiency and Motivation of English-as-a-Foreign-Language Learners
Quelle	In: British Journal of Educational Technology, 43 (2012) 3, S.448-464 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2011.01204.x
Schlagwörter	Foreign Countries; Educational Technology; Instructional Design; Discussion; Internet; Pretests Posttests; Quasiexperimental Design; Feedback (Response); Learning Motivation; Oral English; Teaching Assistants; English (Second Language); Second Language Instruction; English Language Learners; Second Language Learning; Student Motivation; Facilitators (Individuals); College Freshmen; Synchronous Communication; Computer Mediated Communication; Computer Assisted Instruction; College Instruction; Educational Strategies; Instructional Effectiveness; Language Proficiency; Asia + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Diskussion; Motivation for studies; Lernmotivation; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Schulische Motivation; Studienanfänger; Computerkonferenz; Computer based training; Computerunterstützter Unterricht; Hochschullehre; Lehrstrategie; Unterrichtserfolg; Language skill; Language skills; Sprachkompetenz; Asien
Abstract	The challenge of providing authentic experiences and interactions for fostering oral proficiency and motivation in foreign languages is an opportunity for innovation in educational technology and instructional design. Although several recent innovations have received the attention of scholars, empirical investigation and validation is often lacking, as is the case with voice over instant messaging (VoIM). The goal of this study was to empirically test the effectiveness of VoIM for enhancing students' oral English proficiency and learning motivation. Different types of online discussions were examined--unstructured, structured without the facilitation of English teaching assistants (ETAs) and structured with the facilitation of ETAs. A pre-test and post-test quasi-experimental design was employed to achieve this goal. The participants, 90 students enrolled in three sections of a freshman English course at a large university in Asia, participated in eight VoIM discussions in addition to their regular coursework. The results provide empirical support for the importance of structured discussions and the facilitation of ETAs in improving both oral English proficiency and learning motivation. These findings highlight the role of facilitation in VoIM discussions, and recommend prompt feedback, modelling and encouragement for fostering oral proficiency and learning motivation in foreign language classes. Based on the results of this study, recommendations for future research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10