Using spoken dialogue technology for L2 speaking practice: what do teachers think?

Timpe‐Laughlin, Veronika; Sydorenko, Tetyana; Daurio, Phoebe

doi:10.1080/09588221.2020.1774904

Cited by 40 publications

(25 citation statements)

References 32 publications

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“…According to González-Lloret (2018), computermediated communication (CMC) can enhance learning by motivating L2 learners, triggering their creativity and curiosity, providing a less threatening environment for pragmatic interchanges without the pressure of conventional classrooms, and combining inside and outside classroom learning. The effectiveness of computer-based instruction has been strongly supported by many researchers (e.g., Timpe-Laughlin et al, 2020;Yang & Qian, 2020). Concerning the results of this study, this rationale can be put forward that integration of useful features of DA and CMC instruction assisted the learners to expand their speaking CAF and because of more control over the flow of conversation exchanges.…”

Section: Discussionsupporting

confidence: 63%

The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)

et al. 2021

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This study attempted to check the impact of two dynamic assessment (DA) models on speaking CAF. DA, as opposed to static assessment, is conceived as an interactive approach to assessment that integrates teaching and testing into a unified instructional engagement. To achieve the goals of this research, a convenience sample of 90 upper-intermediate male EFL learners that were randomly assigned into GDA, a C-DA, and a non-DA control group participated in the study. Before carrying out the treatment, a speaking pretest was administered to all three groups and their CAF scores were collected. Following that, the treatment using the aforementioned DA and non-DA conventional models was completed in 16 sessions. To check the impact of the treatment, a speaking post-test was given to the groups at the end of the study. Data analysis using ANOVA showed that C-DA and G-DA could significantly increase speaking CAF than the conventional non-DA instruction with C-DA being significantly better than G-DA. The results of this research propose that implementing DA, especially C-DA by the teachers, can enhance the speaking CAF of the L2 learners.

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Section: Discussionsupporting

confidence: 63%

The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)

et al. 2021

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“…Furthermore, VR is not the only technology that can achieve the goal of authenticity. Previous studies using video-based simulations and automated agents showed that participants perceived the tasks to be realistic and interactive (Laughlin, Sydorenko, & Daurio, 2020;Sydorenko, Jones, Daurio, & Thorne, 2020). Hence, immersive VR technology should be considered as one alternative to existing tasks, not as a replacement.…”

Section: Future Directions and Pedagogical Implicationsmentioning

confidence: 99%

Immersive Virtual Reality for Pragmatics Task Development

Taguchi

2021

TESOL Quarterly

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This study intends to contribute to the methodological debate into L2 pragmatics research by examining the usability of immersive virtual reality (VR) for developing a pragmatics task. The study compared participants’ speech act performance between two closed role‐play tasks using different mediums: computer‐based and VR‐based. Sixty‐two native and nonnative speakers of English completed both tasks eliciting speech acts (requests, refusals, and opinions). The impact of task medium was assessed on oral fluency and use of speech act strategies. Both groups spoke more slowly and used more modification devices in the VR‐based speech acts; However, the directness level of the main speech act strategies was similar between the two task mediums. In the speech act situations involving a large social distance, unequal power relationship and a high degree of imposition, speech rates were slower and the use of modifications was greater than those involving a small social distance, equal power relationship and a low degree of imposition. While the native speaker group used fewer direct strategies in the former situation type regardless the task medium, the nonnative speaker group was less direct in the former situation type in the VR condition only.

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“…It is a distinct process from reading comprehension in that it involves comprehending spoken language. Recognizing speech sounds, grasping the meaning of individual words, and understanding the grammar of sentences are examples of these abilities [14,15]. According to Hamouda [16], listening comprehension refers to comprehending what the listener has just heard.…”

Section: Introductionmentioning

confidence: 99%

Dynamic vs Nondynamic Assessments: Impacts on Intermediate EFL Learners’ Receptive Skills

Abdulaal

Khalil

Alenazi

et al. 2022

Education Research International

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Listening and reading skills, which are two of the essential skills in the world of language learning, have established themselves in various academic fields. Many researchers have looked at teaching and developing these two receptive abilities, but less focus has been paid to assessing and testing them. Traditional evaluation has been used to examine learners for a long time, but new teaching methods should introduce new ways to test and assess students. This study attempted to investigate the impact of dynamic assessment (DA) vs. nondynamic assessment (NDA) on Ethiopian intermediate EFL learners’ receptive abilities, which was conceptually grounded by Vygotsky’s (1978) socio-cultural theory (SCT). To this end, 96 intermediate students from a high school participated in this study. Then, they were divided into three equal groups: two experimental groups (EG1 and EG2) and one control group (CG). After administering a pretest, the EG1 and EG2 were taught listening and reading skills through group dynamic assessment, and the control group received traditional instruction. After the treatment, a posttest was administered. The results of one-way ANCOVA revealed that dynamic assessment had significant effects on receptive skills. This study has implications for instructors, students, and material designers in light of the findings. Teachers are encouraged to use DA in their language instruction to help students improve their English language abilities.

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Using spoken dialogue technology for L2 speaking practice: what do teachers think?

Cited by 40 publications

References 32 publications

The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)

The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)

Immersive Virtual Reality for Pragmatics Task Development

Dynamic vs Nondynamic Assessments: Impacts on Intermediate EFL Learners’ Receptive Skills

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