Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: A Review

Ngo Cong-Lem

Abstract


The advent of Web 2.0 technology has afforded language educators more useful technology for English as a foreign language (EFL) teaching. This article reviewed 31 empirical studies investigating the employment of web-based technology to enhance EFL learners’ speaking performance. The findings indicated that overall, web-based language learning (WBLL) could be classified into five major groups: general websites providing linguistic inputs, blogging platforms, communication tools, project-based learning tools and learning management systems. While the available linguistic input online, e.g. web articles and videos, helped to enhance learners’ linguistic and background knowledge, other communication/chat tools facilitated peer interactions and collaborative learning. Audio- and video-based blogging provided convenient platforms for learners to practice their speaking through sharing their personal experiences. Moreover, Web 2.0 technology as a learning management system helped to create a ubiquitous learning environment, where L2 learners could engage in the language learning process without time and space constraints. WBLL was also found to reduce L2 learners’ learning anxiety while making them become more active, motivated language learners. In addition, the role of language instructor in web-based technology implementation was also found to be crucial, e.g. monitoring L2 learners’ learning progress and providing feedback. Further research, however, is warranted to address existing methodological drawbacks of previous studies by recruiting larger sample size, conducting long-term research and controlling for confounding factors, e.g. prior L2 speaking ability and technology usage experience.

Keywords


Web-Based language learning, L2 Speaking, Web 2.0 tools, Blogging, Communication Tools, Learning Management System, Educational Technology

Full Text:

PDF

References


Abrams, Z. I. (2003). The effect of synchronous and asynchronous CMC on oral performance in German. The Modern Language Journal, 87(2), 157-167.

Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22-30.

Appel, C., & Borges, F. (2012). Task Design for L2 Oral Practice in Audioblogs. European Association for Computer-Assisted Language Learning (EUROCALL). Retrieved from https://files.eric.ed.gov/fulltext/ED544443.pdf

Baniabdelrahman, A. A. (2013). Effect of using Internet tools on enhancing EFL students’ speaking skill. Journal of Contemporary Research, 3(6), 79-87.

Baradaran, A., & Khalili, A. (2009). The impact of online chatting on EFL learners’ oral fluency. JELS, 1(1), 63-77.

Blake, C. (2009). Potential of text‐based internet chats for improving oral fluency in a second language. The Modern Language Journal, 93(2), 227-240.

Candarli, D., & Yuksel, H. G. (2012). Students’ perceptions of video-conferencing in the classrooms in higher education. Procedia-Social and Behavioral Sciences, 47, 357-361.

Chiu, T. L., Liou, H. C., & Yeh, Y. (2007). A study of web-based oral activities enhanced by automatic speech recognition for EFL college learning. Computer Assisted Language Learning, 20(3), 209-233.

Combe, C., & Codreanu, T. (2016). Vlogging: a new channel for language learning and intercultural exchanges. In S. Papadima-Sophocleous, L. Bradley & S. Thouësny (Eds), CALL communities and culture – short papers from EUROCALL 2016 (pp. 119-124). Research-publishing.net. https://doi.org/10.14705/rpnet.2016.eurocall2016.548.

Dailey, A. (2010). Difficulties implementing CLT in South Korea: Mismatch between the language policy and what is taking place in the classroom. Retrieved from https://www.birmingham.ac.uk/Documents/college-artslaw/cels/essays/sociolinguistics/ADaileyDifficultiesImplementingCLTinSouthKorea2.pdf

Dias, R., & Pimenta, S. M. D. O. (2015). Technologies, literacies in English oral communication and teacher education: an empirical study at the university level. Revista Brasileira de Linguística Aplicada, 15(3), 711-733.

Dugartsyrenova, V. A., & Sardegna, V. G. (2017). Developing oral proficiency with VoiceThread: Learners’ strategic uses and views. ReCALL, 29(1), 59-79.

Faizi, R. (2018). Teachers’ perceptions towards using Web 2.0 in language learning and teaching. Education and Information Technologies, 23(3), 1219-1230.

Ghoneim, N. M. M., & Abdelsalam, H. E. Using Voice Thread to Develop EFL Pre-service Teachers’ Speaking Skills. International Journal of English Language Teaching, 4(6), 13-31.

Hsu, H. C. (2016). Voice blogging and L2 speaking performance. Computer Assisted Language Learning, 29(5), 968-983.

Huang, H. C. (2015a). From web-based readers to voice bloggers: EFL learners’ perspectives. Computer Assisted Language Learning, 28(2), 145-170.

Huang, H. C. (2015b). The Effects of Video Projects on EFL Learners' Language Learning and Motivation: An Evaluative Study. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 5(1), 53-70.

Hung, S. T. A., & Huang, H. T. D. (2015). Video blogging and English presentation performance: A pilot study. Psychological reports, 117(2), 614-630.

Hwang, W. Y., Shadiev, R., Hsu, J. L., Huang, Y. M., Hsu, G. L., & Lin, Y. C. (2016). Effects of storytelling to facilitate EFL speaking using Web-based multimedia system. Computer Assisted Language Learning, 29(2), 215-241.

Kasuya, M. (2008). Classroom interaction affected by power distance. Language Teaching Methodology and Classroom Research and Research Methods. Retrieved from https://www.birmingham.ac.uk/Documents/college-artslaw/cels/essays/languageteaching/LanguageTeachingMethodologyMichikoKasuya.pdf

Köroğlu, Z. Ç., & Çakır, A. (2017). Implementation of flipped instruction in language classrooms: An alternative way to develop speaking skills of pre-service English language teachers. International Journal of Education and Development using Information and Communication Technology, 13(2), 42-55.

Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer assisted language learning, 24(4), 317-335.

Li, S., & Suwanthep, J. (2017). Integration of Flipped Classroom Model for EFL Speaking. International Journal of Learning and Teaching, 3(2), 118-123.

Li, Y., Gao, Y., & Zhang, D. (2016). To Speak Like a TED Speaker--A Case Study of TED Motivated English Public Speaking Study in EFL Teaching. Higher Education Studies, 6(1), 53-59.

Lin, W-C., Shie, J-S, & Holmes, P. (2017). Enhancing intercultural communicative competence through online foreign language exchange: Taiwanese students’ experiences. Asian Journal of Applied Linguistic, 4(1), 73-88.

Long, M. H. (1998). Focus on form Theory, research, and practice Michael H. Long Peter Robinson. Focus on form in classroom second language acquisition, 15, 15-41.

Luo, T. (2013). Web 2.0 for language learning: Benefits and challenges for educators. International Journal of Computer-Assisted Language Learning and Teaching, 3(3).

Peyghambarian, F., Ashraf, H., & Fatemi, M. A. (2014). The Effect of ''GO ENGLISH. ME''A Virtual Learning Website on Lower Intermediate Iranian EFL Learners Speaking Ability. Advances in Language and Literary Studies, 5(6), 234-238.

Qarajeh, M., & Abdolmanafi-Rokni, S. J. (2015). The impact of social networking on the oral performance of EFL learners. Advances in Language and Literary Studies, 6(2), 51-56.

Razagifard, P. (2013). The impact of text‐based CMC on improving L2 oral fluency. Journal of Computer Assisted Learning, 29(3), 270-279.

Saito, K., & Akiyama, Y. (2017). Video‐Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning: A Longitudinal Study. Language Learning, 67(1), 43-74.

Satar, H., & Özdener, N. (2008). The effects of synchronous CMC on speaking proficiency and anxiety: Text versus voice chat. The Modern Language Journal, 92(4), 595-613.

Shih, R. C. (2010). Blended learning using video-based blogs: Public speaking for English as a second languagestudents. Australasian Journal of Educational Technology, 26(6).

Sun, Y. C., & Yang, F. Y. (2015). I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202-219.

Sykes, J. M. (2005). Synchronous CMC and pragmatic development: Effects of oral and written chat. CALICO journal, 399-431.

Tazijan, F. N., Baharom, S. S., & Shaari, A. H. (2016). Building Communication Skills through Flipped Classroom. Proceedings of ISELT FBS Universitas Negeri Padang, 4(1), 289-295.

Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press.

Vásquez, G. C., & Arciniegas, L. P. (2017). A Webquest tool to develop communicative competence in EFL students with an A2 proficiency level. Zona Próxima, 26.

Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.

Wang, Y., & Chen, N. S. (2007). Online synchronous language learning: SLMS over the Internet. Innovate: Journal of Online Education, 3(3).

Wei, J. (2014). A study via interviews of the Chinese Bouyei college learners’ EFL classroom anxiety arousals. Journal of Language Teaching and Research, 5(2), 419-428.

Yusof, N. A., & Saadon, N. (2012). The Effects of Web-based Language Learning on University Students’ Grammar Proficiency. Procedia-Social and Behavioral Sciences, 67, 402-408.

Zhang, S. (2009). The role of input, interaction, and output in the development of oral fluency. English Language Teaching, 2(4),91–100.




DOI: http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.143

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2020 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.