Computer-mediated communication (CMC) allows people to connect and interact with each other without sharing the same space. The use of CMC has been found to support diverse students, including those who are shy during face-to-face activity. The current study examined the effects of using video letters (VLs) to improve the second language speaking skills of Common European Framework of Reference for Languages (CEFR) A1 and CEFR B2 level learners of English as a foreign language. Two groups were formed to measure the impact of VLs. Students in the experimental group exchanged VLs, and students in the control group used video conferencing. The experimental and control groups were given the same topic, and both groups collaborated with a native English-speaking university student from the United States of America for three weeks. Pre- and post-speaking tests and a survey were conducted to examine the effects of subsequent speaking performance under each practice type.
The transcribed speech-text data showed that the score of the control (non-VL) group significantly declined when it came to sentence complexity, while that of the VL group showed no change. Further analysis of the vocabulary level showed that the VL group’s score decreased when it came to basic-level words, while the non-VL group’s score increased. On the other hand, the percentage of intermediate and advanced-level words decreased in the non-VL group, while the VL group showed no significant change.
The presentation will discuss how VL usage influences vocabulary and sentence structure, particularly for basic-level learners. The survey results indicated that practicing VLs for a short period not only allowed beginners to practice speaking but also gave them opportunities to interact with native English speakers. The findings illustrate the impact of different CMC approaches on speaking performance and how VLs support basic-level language learners. The presentation will include steps for organizing a video exchange with another classroom.

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Abstract Summary
This study examined the impact of video letters (VLs) as a form of computer-mediated communication (CMC) on the speaking skills of English language learners at the CEFR A1 and CEFR B2 levels. Two groups, one using VLs and the other using video conferencing, interacted with a native English-speaking university student for three weeks. Pre- and post-speaking tests and a survey were conducted to assess the effects. The results showed that the non-VL group experienced decreased sentence complexity but increased basic-level vocabulary, while the VL group maintained sentence complexity. The survey indicated that VLs provided an opportunity for beginner learners to interact with native English speakers and practice speaking in an authentic communication activity. The study emphasized the impact of VLs on vocabulary and sentence structure for basic-level learners and highlighted the influence of different CMC approaches on speaking performance.

Authors:
Nami Takase, Shizuoka University, Japan

About the Presenter(s)
Ms Nami Takase is a University Assistant Professor/Lecturer at Shizuoka University in Japan

See this presentation on the full schedule – Monday Schedule

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