Using Voice Thread to Enhance Speaking Accuracy: A Case Study of Iranian EFL Learners

Saman Ebadi*, Ahmad Asakereh**
* Associate Professor of Applied Linguistics, Razi University, Kermanshah, Iran.
** Ph.D. Student in Applied Linguistics, Razi University, Kermanshah, Iran.
Periodicity:July - September'2018
DOI : https://doi.org/10.26634/jelt.8.3.13998

Abstract

The present study investigated the possible contribution of Voice Thread (VT) website to the Iranian EFL learners' speaking accuracy in terms of using correct form of hypothetical conditional sentences. Moreover, the language learners' perception of the website was also explored. To this end, 18 English literature freshmen from a state university in Iran were recruited for the study. The participants were randomly assigned to control (n=9) and experimental groups (n=9). The control group performed merely face-to-face tasks while the experimental group conducted face-to-face and asynchronous online speaking tasks using VT website. The results of the mixed methods study revealed that both groups enhanced their speaking accuracy and the experimental group failed to outperform the control group. Furthermore, the findings of a semi-structured interview, which were corroborated by those of dairy writing, indicated that even though the experimental group appreciated the significance of the website, they assumed that it could not cater to their needs. The findings of the study encourage teachers and researchers alike to pay due attention to learners' perception of their learning experience in general and their experience with Computer Assisted Language Learning (CALL) in particular.

Keywords

Speaking Skills, Voice Thread, Asynchronous, Speaking Accuracy, CALL

How to Cite this Article?

Ebadi, S., & Asakereh, A. (2018). Using Voice Thread to Enhance Speaking Accuracy: A Case Study of Iranian EFL Learners. i-manager’s Journal on English Language Teaching, 8(3), 29-42. https://doi.org/10.26634/jelt.8.3.13998

References

[1]. Alhamami, M. (2017). Beliefs about and intention to learn a foreign language in face-to-face and online settings. Computer Assisted Language Learning, 31(1-2), 90-113.
[2]. Alshahrani, A. A. (2016). Communicating Authentically: Enhancing EFL Students' Spoken English via Videoconferencing. CALL-EJ, 17(2), 1-17.
[3]. Asakereh, A., & Dehghannezhad, M. (2015). Student satisfaction with EFL speaking classes: Relating speaking self-efficacy and skills achievement. Issues in Educational Research, 25(4), 345-363.
[4]. Azar, B. S. (1999). Understanding and Using English Grammar. The Untied States of America: Pearson Longman.
[5]. Blake, R. (2016). Technology and the four skills. Language Learning and Technology, 2(20), 129-142.
[6]. Bodnar, S., Cucchiarini, C., Penning de Vries, B., Strik, H., & van Hout, R. (2017). Learner affect in computerised L2 oral grammar practice with corrective feedback. Computer Assisted Language Learning, 30(3-4), 223-246.
[7]. Bueno-Alastuey, M. C. (2011). Perceived benefits and drawbacks of synchronous voice-based computer-mediated communication in the foreign language classroom. Computer Assisted Language Learning, 24(5), 419-432.
[8]. Chen, H. H. J. (2011). Developing and evaluating an oral skills training website supported byautomatic speech recognition technology. ReCALL, 23(1), 59-78.
[9]. Collentine, K. (2011). Learner autonomy in a task-based 3D world and production. Language Learning & Technology, 15(3), 50-67.
[10]. Croker, R. A. (2009). An introduction to qualitative research. In Heigham, J., & Croker, R. A. (Eds), Qualitative Research in Applied Linguistics: A Practical Introduction (pp. 3-24). UK: Palgrave Macmillan.
[11]. Davidse, K., & Vandelanotte, L. (2011). Tense use in direct and indirect speech in English. Journal of Pragmatics, 43(1), 236-250.
[12]. Dugartsyrenova, V. A., & Sardegna, V. G. (2017). Developing oral proficiency with Voice Thread: Learners' strategic uses and views. ReCALL, 29(1), 59-79.
[13]. Duncan, K., Kenworthy, A., & McNamara, R. (2012). The effect of synchronous and asynchronous participation on students' performance in online accounting courses. Accounting Education, 21(4), 431-449.
[14]. Dunn, G. M. (2012). The Effect of Voice Thread® Interaction on High School Students’ Anxiety and Oral Proficiency in the Foreign Language Classroom (Unpublished Doctoral Dissertation, Liberty University, Lynchburg). Retrieved from http://www.google.com/ url?url=http://digitalcommons.liberty.edu/ cgi/ viewconte nt.cgi%3Farticle% 3D1662%26context%3Ddoctoral& amp; rct& nbsp; =j&frm=1& q=&esrc=s& sa=U& ved=0ahUKEwjNxNfl0tfY AhVCJVAKHfyhAeEQFggTMAA& usg= AOvVaw36sLAk1Mg BXNVzjXanQqMj.
[15]. Ebadi, S., & Goodarzi, A. (2017). Exploring Iranian post and undergraduate EFL university students' attitudes toward CALL. CALL-EJ, 18(2), 31-53.
[16]. Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107.
[17]. Farangi, M. R., Nejadghanbar, H., Askary, F., & Ghorbani, A. (2015). The effects of podcasting on EFL upper-intermediate learners' speaking skills. CALL-EJ, 16(2), 1-18.
[18]. Freiermuth, M., & Jarrell, D. (2006). Willingness to communicate: Can online chat help? International Journal of Applied Linguistics, 16(2), 189-212.
[19]. Hatch, E., & Farhady, H. (1982). Research Design and Statistics for Applied Linguistics. University of Californian: Los Angeles.
[20]. Haverkate-Ens, D. (2014). VoiceThread: A technology tool worth your time. A Journal for Practicing and Interpreting TESL at the University of Kansas, 5-8.
[21]. Hrastinski, S. (2006). The relationship between adopting a synchronous medium and participation in online group work: An explorative study. Interactive Learning Environments, 14(2), 137-152.
[22]. Hsu, H. C. (2016). Voice blogging and L2 speaking performance. Computer Assisted Language Learning, 29(5), 1-16.
[23]. Huang, H. C. (2015). From web-based readers to voice bloggers: EFL learners' perspectives. Computer Assisted Language Learning, 28(2), 145-170.
[24]. Hung, S. T. A., & Huang, H. T. D. (2015). Blogs as a learning and assessment instrument for English-speaking performance. Interactive Learning Environments, 1-14.
[25]. Ivankova, V. N., & Creswell, W. J. (2009). Mixed methods. In Heigham, J., & Croker, R. A. (Eds), Qualitative Research in Applied Linguistics: A Practical Introduction (pp. 135-161). UK: Palgrave Macmillan.
[26]. Laghi, F., Schneider, B. H., Vitoroulis, I., Coplan, R. J., Baiocco, R., Amichai-Hamburger, Y., & Flament, M. (2012). Knowing when not to use the Internet: Shyness and adolescents' on-line and off-line interactions with friends. Computers in Human Behavior, 29(1), 51-57.
[27]. Lai, C., Hu, X., & Lyu, B. (2017). Understanding the nature of learners' out-of-class language learning experience with technology. Computer Assisted Language Learning, 31(1-2), 114-143.
[28]. Lazarton, A. (2001). Teaching oral skills. In Celce-Murcia, M. (Ed.), Teaching English as a Second or Foreign Language (pp. 103-115). Boston, MA: Heinle & Heinle.
[29]. Lee, L. (2016). Autonomous learning through task-based instruction in fluency online language courses. Language Learning & Technology, 20(2), 81-97.
[30]. Patchan, M. M., Schunn, C. D., Sieg, W., & McLaughlin, D. (2015). The effect of blended instruction on accelerated learning. Technology, Pedagogy and Education, 25(3), 269- 286.
[31]. Payne, J. S., & Whitney, P. J. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. Calico Journal, 20(1), 7-32.
[32]. Pecot-Hebert, L. (2012). To hybrid or not to hybrid, that is the question! Incorporating VoiceThread technology into a traditional communication course. Communication Teacher, 26(3), 129-134.
[33]. Riazi, A. M., & Candlin, C. N. (2014). Mixed-methods research in language teaching and learning: Opportunities, issues and challenges. Language Teaching, 47(02), 135-173.
[34]. Richards, K. (2003). Qualitative Inquiry in TESOL. UK: Palgrave Macmillan.
[35]. Soodmand Afshar, H., & Asakereh, A. (2016). Speaking skills problems encountered by Iranian EFL freshmen and seniors from their own and their English instructors' perspectives. Electronic Journal of Foreign Language Teaching, 13(1), 112-130.
[36]. Spratt, M., Pulverness, A., & Williams, M. (2005). The TKT (Teaching Knowledge Test) Course. Cambridge: Cambridge University Press.
[37]. Stockwell, G. (2012). Mobile-assisted language learning. Contemporary Computer-assisted Language Learning, 16(3), 24-31.
[38]. Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In Denzin, N. K., & Lincoln, Y. S. (Eds.), Handbook of Qualitative Research (pp. 273-285) Thousand Oaks, CA: Sage.
[39]. Sun, Y. C., & Yang, F. Y. (2013). I help, therefore, I learn: Service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202-219.
[40]. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. Input in Second Language Acquisition, 15, 165-179.
[41]. Swain, M. (1995). Three functions of output in second language learning. In Cook, G., & Seidhofer, B. (Eds.), Principle and Practice in Applied Linguistics: Studies in Honour of HG Widdowson (pp. 125-144). UK: OUP.
[42]. Sydorenko, T., Hsieh, C. N., Ahn, S., & Arnold, N. (2017). Foreign language learners' beliefs about CALL: The case of a US Midwestern university. Calico Journal, 34(2), 196-218.
[43]. Trinder, R. (2016). Blending technology and face-to-face: Advanced students' choices. ReCALL, 28(01), 83-102.
[44]. Tsiplakides, I., & Keramida, A. (2010). Promoting positive attitudes in ESL/EFL classes. The Internet TESL Journal, 16(1).
[45]. VanPatten, B., & Benati, A. G. (2010). Key Terms in Second Language Acquisition. London: Continuum.
[46]. Woodrow, J. E. (1991). A comparison of four computer attitude scales. Journal of Educational Computing Research, 7(2), 165-187.
[47]. Yang, Y. F. (2011). Engaging students in an online situated language learning environment. Computer Assisted Language Learning, 24(2), 181-198.
[48]. Yen, Y. C., Hou, H. T., & Chang, K. E. (2015). Applying role-playing strategy to enhance learners' writing and speaking skills in EFL courses using Facebook and Skype as learning tools: A case study in Taiwan. Computer Assisted Language Learning, 28(5), 383-406.
[49]. Yu, P., Pan, Y., Li, C., Zhang, Z., Shi, Q., Chu, W., & Zhu, Z. (2015). User-centred design for Chinese-oriented spoken English learning system. Computer Assisted Language Learning, 29(5), 984-1000.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.