The impact of text-based CMC on improving L2 oral fluency.
This paper reports on a study investigating the potential effect of synchronous and asynchronous text-based computer-mediated communication ( CMC) on oral fluency development of second-language ( L2) learners. Sixty-three intermediate learners of English were randomly assigned to one of three groups...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 3; pp. 270 - 280 |
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| Formato: | research tables/charts Journal Article |
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Wiley-Blackwell
Jun2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104264620&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104264620 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2013 vid: 29 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104264620 86659029 10.1111/jcal.12000 104264620 ppf: 270 ppct: 10 formats: tig: atl: The impact of text-based CMC on improving L2 oral fluency. aug: au: Razagifard, P. affil: Islamic Azad University, Tabriz Branch sug: subj: English as a Second Language Communication Computer-Assisted Instruction Speech Conceptual Framework Speech Production Measurement Clinical Assessment Tools Outcome Assessment Random Assignment Comparative Studies Pretest-Posttest Design Speech Sample One-Way Analysis of Variance P-Value Post Hoc Analysis Adolescence Adult Female Male Human Adolescent: 13-18 years Adult: 19-44 years Female Male ab: This paper reports on a study investigating the potential effect of synchronous and asynchronous text-based computer-mediated communication ( CMC) on oral fluency development of second-language ( L2) learners. Sixty-three intermediate learners of English were randomly assigned to one of three groups (two experimental groups and one control group), each consisting of 21 participants. The participants in the experimental groups completed four communicative tasks under two different instructional environments: synchronous text-based CMC environment and asynchronous text-based CMC environment. The average length of pauses, the articulation rate, the fluent-run, the phonation-time ratio and the speaking rate served as dependent variables. The study found that the participants in synchronous CMC group improved their L2 oral fluency significantly compared with their peers in the other two groups. The results also revealed the students in asynchronous CMC group obtained higher mean scores than those in the control group, although the differences between groups were not statistically significant. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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