The Implementation of Video Conference to Improve Students’ Speaking Skill (original) (raw)
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Using video messaging as a tool to develop students' speaking ability: a preliminary study
Using Computer-Assisted Language Learning (CALL) in the classroom environment has not only continued to increase in popularity in the last 20 years, but become a reality for a growing number of teachers. Despite the growing popularity of CALL, literature that provides us with conclusive evidence on its positive effects on second language acquisition is relatively recent (Lyth, 2008). And while CALL has often been used to promote listening strategies and vocabulary acquisition, little has been done to work on students’ speaking ability. To answer this need, a CALL-based activity using web-based video messages sent to the teacher as weekly online journals was developed. Initially, a literature review on the popularity and effectiveness of CALL and foreign language study is outlined. Secondly, the setting for the development of this activity, the need out of which it arose, and its implementation are introduced. Issues such as technical difficulties, required materials, and knowledge to implement this activity are examined, as well as a survey administered to students at the end of the semester. Finally, the article concludes with a discussion on other uses for this tool and a call for future research.
Improving oral communication skills of English learners with voice messages and short videos
Revista Tecnológica - ESPOL
University students face the challenge of communicating in a foreign language while speaking. This is perceived as one of the most complex skills to develop. The lack of opportunities to interact in the target language, in and out of the English classrooms, prevents students from acquiring fluency and confidence. This study examines the development of students' oral communication skills of Level B1 (Pre-Intermediate level of the Common European Framework of Reference for Languages) of English as a Foreign Language (EFL) using the WhatsApp applications. Forty–five EFL learners aged 18-25 from a language center at a university in Ecuador performed exercises using voice messages and short videos as part of their course planned activities. The data collection method consisted of surveys and interviews with the participants and their teacher’s observations. Data were analyzed using descriptive statistics and cross-tabulation accordingly. Analysis of the data evidenced that short vide...
WhatsApp Goes To Classroom : Using WhatsApp to Foster Students’ Speaking Skill in Speech
2019
Language learning by using technology has a great impact to improve language skills due to teenagers have close relationship with social network. Social network has opened up new opportunities of interaction and collaboration between teachers and learners. One of trends using social networking is WhatsApp. WhatsApp offers various features including audio and video enable the users to take benefit for learning. WhatsApp is not only sending text message but files and message broadcasting. Even with WhatsApp, the learning and information sharing happen at the comfort when students are bad especially in Speaking Skill on Speech Subject. Students often feel not comfortable when they are delivering speech in front of many people due to some of them are not accostomed to speak on stage. In this case, they can begin to show their performance in speech by using whatsApp through WhatsApp group. In addition it can save teacher's time in assesment. This article aims to study the use of WhatsApp in English language classroom to optimize the function of the mobile phone for students' speech. It can be said that the integration of WhatsApp into their education will be easy, fun, and useful.
Stimulating Students" Vocabulary and Grammar in Speaking Using Audio-Video and Picture
The difficulty of junior school students in expressing ideas, thoughts, opinions, or feelings into spoken language, is the background of the study. The objective of the study are to find out whether there is significant achievement on students' speaking taught using audio-video and picture, and to describe the significant difference of speaking components between the students' taught using audio-video and picture. By applying quantitative approach through experimental study, 60 students of grade VIII SMP Muhammadiyah 03 Semarang were taken as the sample. To get qualitative data, questionnaire was delivered for those students. The result of the study showed that from five aspects in speaking assessment; pronoun, grammar, vocabulary, fluency, and comprehension, the increasing of vocabulary and grammar showed the highest level, followed by comprehension. Meanwhile, the students' fluency in speaking did not provide significant enhancement, only 0.4 percent. From the question...
This study adds to the literature on computer-mediated communication (CMC) by examining the impact of online voice recording (VR) activities and peer-to-peer videoconferencing (VC) conversations on the development of beginning Spanish learners' speaking performance. Specifically, this paper explores (1) whether VR and VC activities promote oral proficiency, and if so, whether those gains can be seen both in presentational and interpersonal modes of communication; and (2) whether VR and VC activities foster oral proficiency in similar ways to face-to-face (F2F) communication. A quasi-experimental, pre-/post-test design was used in the study. Three sections of a first semester Spanish course were assigned to one of the following conditions: F2F, VR, and VC. Complexity, accuracy, and fluency measures were used to analyze learners' speaking performance in the two tasks. A mixed effects model analysis was used to investigate differences across time as well as among groups. Results show that both F2F communication and VR activities promote complexity and fluency in presentational tasks and fluency in interpersonal tasks, although F2F produces superior results regarding complexity in presentational tasks. VC activities promote complexity and fluency in presentational tasks and complexity, accuracy, and fluency in interpersonal tasks. Overall, this study shows that medium is not merely a delivery device but has important implications for learning outcomes. In this sense, these findings contribute to answering the wider question of how the use of technology in second language instruction plays a decisive role in current teaching practices.
The use of audio and video recordings in English language teaching
ZBORNIK RADOVA UNIVERZITETA SINERGIJA
By introducing and depicting the assignments setbefore the third-year-students of the Faculty of Philology atSinergija University in Bijeljina enrolled in the course ofDidactics, we tried to identify the innovative ways of using audioand video recordings inside and outside the classroom and touchupon their numerous positive effects on foreign languageteaching and learning. The students’ smartphones were used inperforming the tasks. Task 1 establishes a link between literaryproficiency and the use of online newspapers. Task 2 involvesstudents’ moving to a new location, linking learning a foreignlanguage to the students’ real world experience and learningabout nonverbal communication. Task 3 presents the way inwhich an inaccessible literary text is likely to become amusingand accessible by means of digital devices.
Using the learners' mobile phones to enrich exchanges in a French language course
Computer mediated communication is often synonymous with asynchronous text messages on a forum. In the language classroom, a first learner posts a message which is then answered by a second one who continues the thread. This exercise enables the practice of the reading and writing skills. However, these exchanges do not meet the students' first expectations when they register for a language course, which is speaking. This can be compensated by having role plays as well as oral presentations in a face to face setting. Such class activities tend to be time consuming and are often little more than read out version of a text which has been written in advance. This research paper addresses a way to resolve this issue by using a forum to post asynchronous audio and video messages. In order to produce this multimedia communication, the learners used their mobile phones to record messages before publishing them online. The audio messages were directly posted and embedded within a forum on the faculty's e-learning platform. As for the video messages, they were first posted to the YouTube website before being embedded in the forum. These posts were twofold in nature. The first ones were audio and video role plays between several learners. These were subsequently commented by their peers using the same channel, thus creating a series of asynchronous exchanges. The second ones took the form of video presentations performed by groups of learners. These audiovisual productions fulfilled the requirements of three distinct courses: French culture, French for science and technology (S. & T.) and French for tourism. Findings from this research reveal that using multimedia in the messages made the exchanges richer as well as more relevant to language learning. Several technical inhibitions were noted during the various assignments. Most of these were however resolved through collaboration. This research showed that generally the video presentations were better planned than the class ones and made use of more complex grammatical structures in the target language. It must be noted that unexpectedly a few groups failed to function as collaborative entities. This paper addresses ways to improve on the difficulties that were encountered and offers suggestions for practitioners who would like to replicate this experiment.
Audio description has proven to be beneficial in foreign language learning (Moreno & Vermeulen, 2013, 2014). Taking a step further, we developed a mobile assisted language learning application called VISP (VIdeos for SPeaking), which uses the techniques of audio description to promote accuracy and fluency in oral production. In this work we present the results from a case study carried out with 16 Spanish Erasmus students of English as a foreign language, during the first semester of 2014-2015 at the Department of Translation, Interpreting and Communication of the Faculty of Arts of Ghent University, who tested the pilot version. Based on these results we present some proposals for improvement and future research.
Low competence in speaking for the students of Non English native speakers have been crucial so far for the teachers in language teaching in Indonesia. This study attempts to explore the effect of video using in teaching speaking on Students of Non-native English Speakers at STIE Perbanas Surabaya. This includes investigate the studentsàttitudes toward the video used in classroom. This is a quantitative research that is an experimental one based on analyses derived the concepts of from teaching speaking and the use of video. There are two classes observed, the experimental and the control one. The experimental consist of 28 students and the control class consists of 25 students. Before the treatment given, both of the group is given the pre-test to check their ability level. Then, after the treatment is given, the post-test is given to the both groups. Then, the students were given treatment how to conduct a meeting that they learnt from a video of business English. The post test was held after they undergone a treatment. The instruments to get the data are the oral test and questionnaire. The data of this study is students`score and from the tests`score it can be seen there is a positive difference in the experimental group. The t-test to test hypothesize also shows that it is accepted which said that there is an improvement on the students`speaking competence achievement. In conclusion, the video effects on the difference on the students speaking competence achievement. This finding is to support English teachers to have an option on their material development and their teaching methodology.