Effects of Various Communication Tools on Foreign Language Learners

Abstract

This paper investigates the detailed effects on language learners of various communication tools meant to improve course coordination. Activities with video conferencing, chat, and BBS were introduced as 3-week language exchange sessions in one semester. Students exchanged information and opinions on Japanese culture with students learning the Japanese language at a research-based university in Melbourne, Australia.Students in Japan used English, while students in Australia used Japanese and some English. After these online sessions, we conducted a survey using a questionnaire to collect the responses of the students in Japan on their motivation, attitudes and tension in video conferencing, chat, BBS sessions. In addition to the above activities, a face-to-face discussion with overseas students was conducted. As a result of the analyses, we found that there are 2 important factors that affect student's learning processes in each communication tool. Video conferencing has conflicting effects, that is, it has an advantage of increasing motivation to communicate more, but in contrast, it has a disadvantage of making students feel nervous and embarrassed. Possible reasons behind the feeling of nervousness and embarrassment might be not only their making mistakes in grammar or pronunciation but also their personalities and characters. On the other hand, the effect of chat is to provide stimulus to develop vocabulary and to enhance their cultural awareness, and the effect of BBS is to provide relaxed feelings in online communication and to increase students' desire to develop vocabulary.

Synthetic speech in foreign language learning: an evaluation by learners

“…This has resulted in an increase in the number of listening activities (Rubin 1994). With respect to Japanese learners of English, a number of research studies on training listening skills have been reported (Strange and Dittmann 1984;Logan et al 1991;Akane-Yamada 1996;Tsuchiya and Matsuhata 2002) and enhancing learners' ability to perceive speech is increasingly highlighted in classroom learning (Nishinaga et al 2004;Kashiwagi et al 2006). Acquiring communication skills in English is emphasized to be an extremely important issue (MECST-Japan 2002).…”

“…Acquiring communication skills in English is emphasized to be an extremely important issue (MECST-Japan 2002). However, many university students lack sufficient listening comprehension abilities even though they have learned English for 6 years at junior and senior high schools (Kashiwagi et al 2006). One important reason is that they have little opportunity to receive input in English.…”