The Effect of Asynchronous Computer-Mediated Condition on L2 Learners' Monologue Speaking Ability, Speaking Apprehension, L2 Self-Confidence, and Willingness to Communicate
محورهای موضوعی : language teachingمتین رامک 1 , حسین سیاه پوش 2 , مهران داوری بینا 3
1 - گروه زبان انگلیسی، واحد اردبیل،دانشگاه آزاد اسلامی، اردبیل، ایران
2 - گروه زبان انگلیسی، واحد اردبیل،دانشگاه آزاد اسلامی، اردبیل، ایران
3 - گروه زبان انگلیسی، واحد اردبیل،دانشگاه آزاد اسلامی، اردبیل، ایران
کلید واژه: Willingness to communicate, monologue, L2 speaking ability, speaking apprehension, L2 self-confidence,
چکیده مقاله :
This study was conducted to examine the effect of asynchronous computer-mediated condition on L2 learners' speaking ability, speaking apprehension, L2 self-confidence, and willingness to communicate. The participants of this study included 40 intermediate undergraduate students of English language teaching at an Iranian university. The participants were assigned to two experimental (asynchronous computer-mediated) and control (face-to-face) conditions randomly. In the experimental group, the participants practiced speaking in an asynchronous online environment, and in the control group, the students spent a part of their class time accomplishing monologue tasks. Using questionnaires, the participants' speaking ability, speaking apprehension, L2 self-confidence, and willingness to communicate were measured at the beginning and at the end of the term. The findings showed that the monologue speaking ability mean score of those in the computer-mediated group improved significantly more than that of the face-to-face group. Another finding of this study was the superiority of the computer-mediated condition with regard to the participants' speaking self-confidence, speaking apprehension, and willingness to communicate. Overall, the results suggest that asynchronous computer-mediated condition can provide learners with a less-threatening condition that can improve the chances of their L2 monologue speaking ability.
این مطالعه به منظور بررسی تأثیر تمرین مهارت گفتاری در زبان دوم در شرایط با واسطهی رایانهای ناهمزمان و چهره به چهره بر توانایی گفتاری، اضطراب گفتاری، اعتماد به نفس توانایی زبان دوم و تمایل به صحبت کردن زبان آموزان به زبان دوم انجام شد. شرکت کنندگان در این پژوهش 40 نفر از دانشجویان کارشناسی آموزش زبان انگلیسی در یکی از دانشگاه های ایران بودند. شرکت کنندگان به صورت تصادفی در دو شرایط آزمایشی (با واسطه کامپیوتری ناهمزمان) و کنترل (چهره به چهره) قرار گرفتند. در گروه آزمایشی، شرکت کنندگان در محیط برخط ناهمزمان به تمرین صحبت کردن پرداختند و در گروه کنترل، دانش آموزان بخشی از وقت کلاس خود را صرف انجام تکالیف مونولوگ (تکگویی) کردند. با استفاده از پرسشنامه، اضطراب گفتاری، اعتماد به نفس توانایی زبان دوم و تمایل به صحبت کردن زبان آموزان به زبان دوم شرکت کنندگان در ابتدا و در پایان ترم اندازه گیری شد. یافته‌ها نشان داد که میانگین نمرات توانایی تکگویی افراد در گروه با واسطه رایانه به طور قابل‌توجهی بیشتر از گروه حضوری بهبود یافت. یکی دیگر از یافته های این مطالعه، برتری شرایط رایانهای در نمرات به اعتماد به نفس گفتاری، دلهره گفتاری و تمایل به برقراری ارتباط شرکت کنندگان بود.
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