Examining the effectiveness of extensive speaking practice via voice blogs in a foreign language learning context

Authors

  • Yu-Chih Sun

DOI:

https://doi.org/10.11139/cj.29.3.494-506

Keywords:

Blogging, voice blog, speaking, English as a Foreign Language, Computer-assisted Language Learning

Abstract

Educational blogs have drawn growing interest of researchers and language teachers due to the user-friendly interfaces as well as the powerful archiving features. The purpose of the current study is two-fold: (1) to examine the effectiveness of extensive speaking practice on speaking performance in voice blogs, and (2) to examine learners’ perceived gains in extensive speaking practice via voice blogs. The participants of the study were 46 college students learning English as a foreign language in Taiwan. They were required to post voice blog entries on a class blog as a supplement to the insufficient speaking practice in the class. The participants’ gains in speaking skill were evaluated by two raters who examined the learners’ first three and last three voice-blog entries, whereas data on the participants’ perceived gains in speaking skills were collected through questionnaires. The results indicate that students generally perceived gains in their speaking proficiency. However, there was no significant improvement in their pronunciation, language complexity, fluency, or accuracy. The results corroborate with previous studies that the personal and authentic nature of blogging might encourage students to focus more on meaning expression, rather than accuracy.

References

Adair, J. G. (1984). The Hawthorne effect: A reconsideration of the methodological artifact. Journal of Applied Psychology, 69(2), 34-345.

Armstrong, K., & Retterer, O. (2008). Blogging as L2 writing: A case study. AACE Journal, 16(3), 233–251.

Baggetun, R., & Wasson, B. (2006). Self-regulated learning and open writing. European Journal of Education, 41(3-4), 453–472.

Bloch, J. (2007). Abdullah’s blogging: A generation 1.5 student enters the blogosphere. Language Learning & Technology, 11(2), 128-141.

Campbell, A. P. (2003). Weblogs for use with ESL classes. The Internet TESL Journal, 4(2). Retrieved September 25, 2007, from http://iteslj.org/Techniques/Campbell-Weblogs.html

Egbert, J., & Hanson-Smith, E. (1999). CALL environments: Research, practice, and critical issues. Virginia: Teachers of English to Speakers of Other Languages Inc.

Greer, M. L., & Reed, B. (2008). Blogs hit classroom: Students start reading. PRIMUS, 18(2), 139-148.

Ho, Y. (2003). Audiotaped dialogue journals: An alternative accuracy of speaking practice. ELT Journal, 7(3), 269-77.

Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.

Hung, S. T. (2009). Promoting self-assessment strategies: An electronic portfolio approach. Asian EFL Journal, 11(2), 129–146.

Kern, R. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. Modern Language Journal, 79(4), 457-476.

Kim, H. N. (2008). The phenomenon of blogs and theoretical model of blog use in educational contexts. Computers & Education, 51(3), 1342-1352.

Lee, L. (2010). Exploring wiki-mediated collaborative writing: A case study in an elementary Spanish course. CALICO Journal, 27(2), 260-276.

Leja, H. (2007). Improving writing skills in foreign language classes. In M. Camilleri, P. Ford, H. Leja & V. Sollars (Eds.), Blogs: Web journal in language education (pp. 27-34). Council of Europe, Strasbourg.

Martindale, T., & Wiley, D. A. (2005). Using weblogs in scholarship and teaching. TechTrends Linking Research and Practice to Improve Learning, 49(2), 55-61.

McIntosh, S., Braul, B., & Chao, T. (2003). A case study in asynchronous voice

conferencing for language instruction. Educational Media International, 40(1), 63-74.

Mousavi, S. (2002). An encyclopedic dictionary of language testing (3rd edition). Taipei: Tung Hua Book Company.

Mynard, J. (2007). A blog as a tool for reflection for English language learners. The Philippine ESL Journal, 1(1), 77-90.

Neuman, S. (1991). Literacy in the television age. Norwood: Ablex Publishing.

Noytim, U. (2010). Weblogs enhancing EFL students’ English language learning. Procedia Social and Behavioral Sciences, 2(2), 1127–1132.

Norris, J., Bygate, M., & Branden, K. (2009). Task-based language assessment. In K. Branden, M. Bygate, & J. Norris (Eds.), Task-based language teaching (pp. 431-454). Amsterdam: John Benjamins Publishing Company.

Nunan, D. (1989). Designing tasks for the communication classroom. Cambridge: Cambridge University Press.

Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 59-86). New York: Cambridge University Press.

Poling, C. (2005). Blog on: Building communication and collaboration among staff and students. Learning & Leading with Technology, 32(6), 12-15.

Rezaee, A. A., & Oladi, S. (2008). The effect of blogging on language learners' improvement in social interactions and writing proficiency. Iranian Journal of Language Studies, 2(1), 73-88.

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. California: Corwin Press.

Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27-57.

Skehan, P. (1992). Strategies in second language acquisition. Thames Valley University Working Papers in English Language Teaching, No 1.

Skehan, P. (1996). Second language acquisition research and task-based instruction. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching (pp. 17-30). London: Heinemann.

Skehan, P. (1998). A cognitive approach to language learning. NY: Oxford University Press.

Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93-120.

Snyder, I. (1993). Writing with word processors: A research overview. Educational Research, 35(1), 49–68.

Sollars, V. (2007). Writing experiences in a second/foreign language classroom: From theory to practice. In M. Camilleri, P. Ford, H. Leja & V. Sollars (Eds.), Blogs: Web journal in language education (pp. 15-24). Council of Europe, Strasbourg.

Sun, Y. C. (2009). Voice blog: An exploratory study of language learning. Language Learning & Technology, 13(2), 88-103.

Sun, Y. C. (2010). Extensive writing in foreign-language classrooms: A blogging approach. Innovations in Education and Teaching International, 47(3), 327-339.

Willis, D., & Willis, J. (2001). Task-based language learning. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 173-179). Cambridge: Cambridge University Press.

Willis, J. (1996). A framework for task-based learning. Harlow: Longman.

Xie, Y., & Sharma, P. (2004). Students’ lived experience of using weblogs in a class: An exploratory study. Retrieved December 2, 2007, from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED485009

Downloads

Published

2013-01-14

Issue

Section

Articles

How to Cite

Sun, Y.-C. (2013). Examining the effectiveness of extensive speaking practice via voice blogs in a foreign language learning context. CALICO Journal, 29(3), 494-506. https://doi.org/10.11139/cj.29.3.494-506