Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners
Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners
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采用e-tandem语言学习法增强口语能力和沟通意愿：以英语学习者为例
DOI：
10.1080/09588221.2022.2064512
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发表时间：
2022
影响因子：
7
通讯作者：
J. Fathi
中科院分区：
文献类型：
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作者：
M. Rahimi;J. Fathi
摘要本研究采用序贯解释混合方法探讨了电子串联对英语作为外语（EFL）学习者口语技能（即口语流利性和连贯性、词汇、语法范围和准确性以及发音）和交际意愿（WTC）的影响。为此，在语言学院的两个班被随机分配到一个实验组（电子串联组）与22名英语学习者和一个控制组（传统组）与20名英语学习者。电子串联课程的学习者使用语言交换应用程序Tandem在线与外国英语使用者交流，而传统课程的学习者在课堂上进行合作演讲活动。本研究采用雅思口语测试、沟通意愿量表和半结构式个人访谈来收集所需的定量和定性数据。配对样本t检验和单因素协方差分析表明，电子串联课堂和传统课堂都提高了英语学习者的口语技能和交际意愿，但电子串联课堂在口语技能和交际意愿上优于传统课堂。主位分析，用于分析定性数据，产生了一些主题和类别，标志着电子串联学习者的积极态度和看法，以电子串联为基础的合作口语活动。本文还讨论了合作式口语教学对英语教学的启示。
Abstract The present study adopted a sequential explanatory mixed-methods approach to explore the impact of e-tandem on English as a foreign language (EFL) learners’ speaking skills (i.e. speaking fluency and coherence, lexicon, grammatical range and accuracy, and pronunciation) and willingness to communicate (WTC). To this end, two classes at a language institute were randomly assigned to an experimental group (e-tandem group) with 22 EFL learners and a control group (conventional group) with 20 EFL learners. The learners in the e-tandem class communicated with foreign English speakers online using Tandem, a language exchange application, and those in the conventional class had collaborative speaking activities during the class time. IELTS speaking skill test, willingness-to-communicate scale, and an individual semi-structured interview were used to collect the required quantitative and qualitative data. Paired samples t-test and one-way ANCOVA, used to analyse the quantitative data, indicated that e-tandem and conventional classes developed the EFL learners’ speaking skills and WTC; however, the e-tandem group outperformed the conventional group on speaking skills and WTC. Thematic analysis, applied to analyse the qualitative data, generated a number of themes and categories signifying the e-tandem learners’ positive attitudes and perceptions towards the e-tandem-based collaborative speaking activities. Pedagogical implications are discussed for collaborative speaking courses in EFL settings.
DOI：
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发表时间：
2007
期刊：
影响因子：
--
作者：
稲葉実香;齊藤笑美子;長谷川憲;HASEGAWA Ken;HASEGAWA KEN;HASEGAWA KEN;長谷川 憲;HASEGAWA Ken;HASEGAWA ken;HASEGAWA Ken;HASEGAWA KEN;長谷川憲;長谷川憲;HASEGAWA Ken;HASEGAWA Ken;長谷川 憲;HASEGAWA KEN;長谷川憲他;HASEGAWA KEN et.al.
通讯作者：
HASEGAWA KEN et.al.
EFL翻转课堂：通过交际活动提高口语流利度
DOI：
--
发表时间：
2015
期刊：
影响因子：
--
作者：
Yoshida;H. & Nishimura;N.
通讯作者：
N.