The Effects of Voice-based Synchronous and Asynchronous CMC on EFL Learners' Oral Proficiency

[[abstract]]Computer-mediated communication (CMC) is believed to create low-anxiety learning environment, facilitating the practice of the target language. However, most empirical studies focus on the effect of text-based CMC on language learning whereas little attention has been paid to voice-based CMC. Thanks to the development of networked techniques which make voice-based CMC practicable, the study examined the effect of voice-based CMC on developing learners’ oral proficiency, compared the effects that voice-based synchronous CMC (SCMC) and voice-based asynchronous CMC (ACMC) have on participants’ speaking ability, and investigated learners’ perception of voice-based CMC. One hundred and three participants from a vocational high school were divided into three groups: two experimental groups having voice-based ACMC and SCMC respectively, and a control group without any voice-based CMC treatment. All participants were required to take pre- and post-test to evaluate their progress on oral proficiency from the aspects of pronunciation, fluency, grammar and content. Moreover, post-study questionnaire was adopted to investigate learners’ perception of voice-based CMC. Data analysis mainly included descriptive statistics and one-way ANOVA. The major findings of the present study are as follows: 1. Voice-based CMC significantly enhanced foreign language learners’ oral proficiency, especially in target language pronunciation as well as fluency. 2. Regarding the comparison of the effects that voice-based SCMC and ACMC had on learners’ oral proficiency, ACMC group made significantly greater progress than SCMC group did in terms of pronunciation and fluency. Yet, no significant progress on the accuracy of grammar and content was made by both groups. 3. Most learners hold positive attitude toward having topic discussion in the context of voice-based CMC and showed strong intention to have voice-based CMC in the future. Besides, among the eight discussion topics adopted in the present study, learners preferred the Internet and culture related topics. These findings suggest several pedagogical implications. 1. Voice-based CMC provides abundant target language input as well as output, facilitating foreign language learners’ learning in speaking ability. 2. While text-based CMC has positive effect on the accuracy of grammar and content in learners’ oral productions, voice-based CMC has significant promising effect on learners’ oral proficiency in terms of pronunciation and fluency. Furthermore, compared with voice-based SCMC, voice-based ACMC is much more effective for language teachers to develop learners’ pronunciation and speech fluency. 3. Teachers may design the discussion topics based on the present findings or even invite learners to decide the oral discussions to guarantee their interest in participating in the oral discussion. 4. When incorporating voice-based CMC into language teaching, teachers play as facilitators to help learners get involved in the online oral discussion.