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The effects of synchronous CMC on speaking proficiency and anxiety: text versus voice chat

Satar, H. Müge and Özdener, Nesrin (2008). The effects of synchronous CMC on speaking proficiency and anxiety: text versus voice chat. The Modern Language Journal, 92(4) pp. 595–613.

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This article reports on a study investigating the use of 2 synchronous computer-mediated communication tools: text and voice chat. The experimental design employed 3 groups (text, voice, and control), each consisting of 30 novice-level secondary school learners of English as a foreign language. Over a 4-week period, the participants in the experimental groups engaged in 40–45-minute-long chat sessions in dyads, guided by a total of 8 tasks. The data were collected through preanxiety and postanxiety scales and speaking tests, and the participants' perspectives were investigated through the use of closed and open-ended questionnaires. The results showed that the speaking proficiency of both experimental groups increased, whereas there was a decrease in the anxiety levels only for the text chat group. The results were then interpreted by taking into consideration the data from the questionnaires, and a protocol was proposed for the selection of tools for different learner groups.

Item Type: Journal Item
ISSN: 1540-4781
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 17665
Depositing User: Colin Smith
Date Deposited: 09 Jul 2009 11:06
Last Modified: 02 May 2018 13:03
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