No abstract

Although summarizing English texts is an effective method for improving English speaking skills, it is difficult for learners to use this approach through self-study without teachers' support. In this study, we developed the Mobile Application for Listening and Scaffolded autonomous summary speaking (MALS) and evaluated its effectiveness for increasing oral fluency. MALS offers not only a summary speaking task but also scaffolding practice that decrease the cognitive load of summarizing by facilitating learners in confirming the summary points and the recommended words. The results showed that (1) the scaffolding enables learners to do a summarizing task in their self-study, and (2) MALS is effective for not only increasing the number of non-repeated words and decreasing silent time but also decreasing frequency of repair. Hence, MALS compares favorably with reading aloud activities that are judged effective for only increasing the number of non-repeated words and decreasing silent time.

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The recent trend of computer-assisted language learning (CALL) research expects second language learners to actively participate in conversations as global citizens. In this so-called ecological CALL environment, it is common to use English as Lingua Franca (ELF), but because the participants have different levels of language proficiency, it can be difficult for less proficient learners to fully participate in the conversation. A similar problem is pointed out in the field of English Medium Instruction (EMI). Willingness to Communicate (WTC) is a concept that can affect learners' participation in ELF conversations. This research focuses on state WTC and evaluates whether considering the topic content in their native language (i.e., Japanese) before ELF dyadic discussions results in increased utterances by local students. An experiment was conducted with 20 participants from a university in Japan, each of whom was paired with an international student. Participants were divided into two groups: the experimental group focused on the content of the topic in Japanese, while the control group studied English phrases and vocabulary before discussions. A subsequent t-test, calculation of effect size, and analysis of the participants' use of communication strategies implied that focusing on topic content in Japanese was to some extent, more effective.