Perceived benefits and drawbacks of synchronous voice-based computer-mediated communication in the foreign language classroom

Alastuey, María Camino Bueno

doi:10.1080/09588221.2011.574639

Cited by 95 publications

(53 citation statements)

References 31 publications

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“…One example task is the group discussion in the College English Test -Spoken English Test (CET-SET), which uses a computer program to group three to four test takers and requires them to sustain a 4.5-minute face-to-face discussion on a given topic (He and Currently, paired and group oral discussion tasks are mainly carried out in a face-to-face manner, thus requiring the physical presence of each participating test taker. However, 10 such tasks could be completed via synchronous voice-based computer-mediated communication (CMC), as has been done to aid in English teaching (Alastuey 2011;Lin 2014). For example, video-conference techniques, such as Adobe Connect and Skype, could be used as a testing platform to connect test takers who are not in a face-to-face context.…”

Section: Iii2 Paired and Group Oral Discussionmentioning

confidence: 99%

New and not so new methods for assessing oral communication

Ockey

2019

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The assessment of oral communication has continued to evolve over the past few decades. The construct being assessed has broadened to include interactional competence, and technology has played a role in the types of tasks that are currently popular. In this paper, we discuss the factors that affect the process of oral communication assessment, current conceptualizations of the construct to be assessed, and five tasks that are used to assess this construct. These tasks include oral proficiency interviews, paired/group oral discussion tasks, simulated tasks, integrated oral communication tasks, and elicited imitation tasks. We evaluate these tasks based on current conceptualizations of the construct of oral communication, and conclude that they do not assess a broad construct of oral communication equally. Based on our evaluation, we advise test developers to consider the aspects of oral communication that they aim to include or exclude in their assessment when they select one of these task types. ABSTRACTThe assessment of oral communication has continued to evolve over the past few decades. The construct being assessed has broadened to include interactional competence, and technology has played a role in the types of tasks that are currently popular. In this paper, we discuss the factors that affect the process of oral communication assessment, current conceptualizations of the construct to be assessed, and five tasks that are used to assess this construct. These tasks include oral proficiency interviews, paired/group oral discussion tasks, simulated tasks, integrated oral communication tasks, and elicited imitation tasks. We evaluate these tasks based on current conceptualizations of the construct of oral communication, and conclude that they do not assess a broad construct of oral communication equally. Based on our evaluation, we advise test developers to consider the aspects of oral communication that they aim to include or exclude in their assessment when they select one of these task types.

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Section: Iii2 Paired and Group Oral Discussionmentioning

confidence: 99%

New and not so new methods for assessing oral communication

Ockey

2019

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“…Both groups of learners reported that language exchange via Skype improved their linguistic and intercultural competence as reflected in students' responses to the survey. Using Skype as a voice-based CMC, Alastuey (2011) showed that oral tasks conducted via synchronous 2…”

Section: Computer-assisted Speaking Training For Language Learnersmentioning

confidence: 99%

I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class

Sun

Yang

2013

Computer Assisted Language Learning

104

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The present study integrates service learning into English as a Foreign Language (EFL) speaking class using Web 2.0 tools -YouTube and Facebook -as platforms. Fourteen undergraduate students participated in the study. The purpose of the servicelearning project was to link service learning with oral communication training in an EFL speaking class by having each student create two YouTube videos in which they made informative presentations about the university (e.g., transportation system) and the city (e.g., sightseeing spots) in English to international students on campus. A Facebook community was established as a forum for students to share their videos with the international students and peers. The results suggest that the project enhanced EFL students' public speaking-related skills (e.g., idea and content development, and pronunciation), built their confidence in speaking English, and allowed them to develop their own learning process and strategies. Moreover, Web 2.0 tools endow service learning with new possibilities of reaching a greater number of the target audience and provide the members of the community with alternative means of communication.

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“…Current studies on telecollaboration in FL teaching and learning have shown its potential to foster FL skills and awareness (Bueno-Alastuey, 2011Polisca, 2011), develop higher order thinking skills (Von der Emde, Schneider, & Kötter, 2001) or critical thinking (Zaragoza-Ninet, & Clavel-Arroitia, 2010). Specifically, telecollaboration has been shown to contribute to the development of competences (Vinagre, 2016) and teacher trainees' TPACK (Archambault & Crippen, 2009;Bueno-Alastuey & Kleban, 2016).…”

Section: Telecollaborationmentioning

confidence: 99%

Can telecollaboration contribute to the TPACK development of pre-service teachers?

Alastuey

Villarreal

García-Esteban

2018

Technology, Pedagogy and Education

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This study examines the suitability of telecollaboration practices to enhance ICT integration in Content and Language Integrated Learning (CLIL) based units by analysing the number and type of episodes related to students' TPACK produced in a telecollaboration whose aim was the design of a technology-enhanced CLIL unit. Results revealed a high number of episodes focusing on the domains and intersections of the TPACK framework, that PCK was the main focus of attention and provoked most of the suggestions for change in the unit and that telecollaboration promoted collaboration and evened participation. Consequently, telecollaboration showed a great potential for directing students' attention to their TPACK even though the scarcity of episodes focusing on the TPACK intersection also indicated there is ample room for more teacher training efforts to prepare pre-service teachers for technology integration.

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Perceived benefits and drawbacks of synchronous voice-based computer-mediated communication in the foreign language classroom

Cited by 95 publications

References 31 publications

New and not so new methods for assessing oral communication

New and not so new methods for assessing oral communication

I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class

Can telecollaboration contribute to the TPACK development of pre-service teachers?

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