Willingness to Communicate and Oral Communicative Performance through Asynchronous Video Discussions

Autor/inn/en	Jaramillo Cherrez, Nadia; Nadolny, Larysa
Titel	Willingness to Communicate and Oral Communicative Performance through Asynchronous Video Discussions
Quelle	In: Language Learning & Technology, 27 (2023) 1, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Second Language Learning; Second Language Instruction; Oral Language; Communicative Competence (Languages); Spanish; Language Usage; Language Tests; Video Technology; Group Discussion; Student Attitudes; Asynchronous Communication; Self Esteem; Language Attitudes; Comparative Analysis; Teaching Methods; College Students; Educational Technology + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Spanisch; Sprachgebrauch; Language test; Sprachtest; Gruppendiskussion; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Unterrichtsmedien
Abstract	Speaking in a foreign/second language is a challenge for many learners, even when they have linguistic knowledge. Drawing on González-Lloret and Ortega's (2014) framework for technology-mediated tasks and MacIntyre's (2007) framework for willingness to communicate in a second language, this mixed methods study investigated the impact of asynchronous video discussion tasks on learners' willingness to communicate and oral communicative performance. Two groups of intermediate learners of Spanish participated in the study, (a) a video discussion Flip group (the experimental group) (FG, n = 28), and (b) a control group (CG, n = 24). Measures included a pre-post survey, speaking quizzes, a final oral presentation, and semi-structured interviews. Results showed that the video discussion tasks facilitated the increase of FG students' willingness to communicate and oral communicative performance, and their frequency and confidence in using Spanish. The qualitative findings revealed FG students' positive but challenging experiences in the tasks. Implications for practice and further research are provided. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01