Dual-modalities of synchronous CMC into class instruction: An investigation of willingness to communicate

Mei Jen Audrey Shih; Jie Chi Yang; Wen Chi Vivian Wu

doi:10.1109/IIAI-AAI.2016.104

Dual-modalities of synchronous CMC into class instruction: An investigation of willingness to communicate

Mei Jen Audrey Shih, Jie Chi Yang, Wen Chi Vivian Wu

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Ability to initial a conversation or be able to communicate in the second language is seen to be an optimum in second language acquisition. However, this ability seems to be lack most of practice in the second language learning, particularly to English as a foreign language (EFL) students. As a result, the less communicative practice they have achieved, the less willingness to communicate (WTC) in English would be developed accordingly. In order to activate the communication practice in English for the EFL students, a means of engaging synchronous computer-mediated communication (SCMC) in the language class instruction is concerned. To this end, the current study aims to examine and understand whether an engagement of dual-modalities SCMC in terms of text SCMC and audio SCMC would make an influence to the EFL students' WTC in English. Regarding the additional environment settings with the instruction, the relationship of students' WTC and confidence in English within each environment setting was examined. In the meantime, feedback gathered from the EFL students on what WTC behaviors would greatly affect their WTC in English was also investigated. Total of 32 first year college students were recruited for ten weeks for the experiment. A mixed method examination was applied to gather data from questionnaires as well as open-ended questions. The results identified positive correlations between students' WTC and confidence in English in both text and audio SCMC while no correlation was revealed in the ftf communication. Several WTC behaviors were rated greatly with feedback to affect their WTC in English correspondingly. Therefore, a summary was discussed to the dual-modalities of SCMC as well as the influence of WTC behaviors on WTC in English to EFL students.

Original language	English
Title of host publication	Proceedings - 2016 5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016
Editors	Ayako Hiramatsu, Tokuro Matsuo, Akimitsu Kanzaki, Norihisa Komoda
Publisher	Institute of Electrical and Electronics Engineers Inc.
Pages	371-376
Number of pages	6
ISBN (Electronic)	9781467389853
DOIs	https://doi.org/10.1109/IIAI-AAI.2016.104
State	Published - 31 Aug 2016
Event	5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016 - Kumamoto, Japan Duration: 10 Jul 2016 → 14 Jul 2016

Publication series

Name	Proceedings - 2016 5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016

Conference

Conference	5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016
Country/Territory	Japan
City	Kumamoto
Period	10/07/16 → 14/07/16

Keywords

Computer-mediated communication (CMC)
Dual-modalities
English as a foreign language (EFL)
Willingness to communicate

Access to Document

10.1109/IIAI-AAI.2016.104

Cite this

Shih, M. J. A., Yang, J. C., & Wu, W. C. V. (2016). Dual-modalities of synchronous CMC into class instruction: An investigation of willingness to communicate. In A. Hiramatsu, T. Matsuo, A. Kanzaki, & N. Komoda (Eds.), Proceedings - 2016 5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016 (pp. 371-376). [7557636] (Proceedings - 2016 5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/IIAI-AAI.2016.104

Shih, Mei Jen Audrey ; Yang, Jie Chi ; Wu, Wen Chi Vivian. / Dual-modalities of synchronous CMC into class instruction : An investigation of willingness to communicate. Proceedings - 2016 5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016. editor / Ayako Hiramatsu ; Tokuro Matsuo ; Akimitsu Kanzaki ; Norihisa Komoda. Institute of Electrical and Electronics Engineers Inc., 2016. pp. 371-376 (Proceedings - 2016 5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016).

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title = "Dual-modalities of synchronous CMC into class instruction: An investigation of willingness to communicate",

abstract = "Ability to initial a conversation or be able to communicate in the second language is seen to be an optimum in second language acquisition. However, this ability seems to be lack most of practice in the second language learning, particularly to English as a foreign language (EFL) students. As a result, the less communicative practice they have achieved, the less willingness to communicate (WTC) in English would be developed accordingly. In order to activate the communication practice in English for the EFL students, a means of engaging synchronous computer-mediated communication (SCMC) in the language class instruction is concerned. To this end, the current study aims to examine and understand whether an engagement of dual-modalities SCMC in terms of text SCMC and audio SCMC would make an influence to the EFL students' WTC in English. Regarding the additional environment settings with the instruction, the relationship of students' WTC and confidence in English within each environment setting was examined. In the meantime, feedback gathered from the EFL students on what WTC behaviors would greatly affect their WTC in English was also investigated. Total of 32 first year college students were recruited for ten weeks for the experiment. A mixed method examination was applied to gather data from questionnaires as well as open-ended questions. The results identified positive correlations between students' WTC and confidence in English in both text and audio SCMC while no correlation was revealed in the ftf communication. Several WTC behaviors were rated greatly with feedback to affect their WTC in English correspondingly. Therefore, a summary was discussed to the dual-modalities of SCMC as well as the influence of WTC behaviors on WTC in English to EFL students.",

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Shih, MJA, Yang, JC & Wu, WCV 2016, Dual-modalities of synchronous CMC into class instruction: An investigation of willingness to communicate. in A Hiramatsu, T Matsuo, A Kanzaki & N Komoda (eds), Proceedings - 2016 5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016., 7557636, Proceedings - 2016 5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016, Institute of Electrical and Electronics Engineers Inc., pp. 371-376, 5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016, Kumamoto, Japan, 10/07/16. https://doi.org/10.1109/IIAI-AAI.2016.104

Dual-modalities of synchronous CMC into class instruction : An investigation of willingness to communicate. / Shih, Mei Jen Audrey; Yang, Jie Chi; Wu, Wen Chi Vivian.

Proceedings - 2016 5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016. ed. / Ayako Hiramatsu; Tokuro Matsuo; Akimitsu Kanzaki; Norihisa Komoda. Institute of Electrical and Electronics Engineers Inc., 2016. p. 371-376 7557636 (Proceedings - 2016 5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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N2 - Ability to initial a conversation or be able to communicate in the second language is seen to be an optimum in second language acquisition. However, this ability seems to be lack most of practice in the second language learning, particularly to English as a foreign language (EFL) students. As a result, the less communicative practice they have achieved, the less willingness to communicate (WTC) in English would be developed accordingly. In order to activate the communication practice in English for the EFL students, a means of engaging synchronous computer-mediated communication (SCMC) in the language class instruction is concerned. To this end, the current study aims to examine and understand whether an engagement of dual-modalities SCMC in terms of text SCMC and audio SCMC would make an influence to the EFL students' WTC in English. Regarding the additional environment settings with the instruction, the relationship of students' WTC and confidence in English within each environment setting was examined. In the meantime, feedback gathered from the EFL students on what WTC behaviors would greatly affect their WTC in English was also investigated. Total of 32 first year college students were recruited for ten weeks for the experiment. A mixed method examination was applied to gather data from questionnaires as well as open-ended questions. The results identified positive correlations between students' WTC and confidence in English in both text and audio SCMC while no correlation was revealed in the ftf communication. Several WTC behaviors were rated greatly with feedback to affect their WTC in English correspondingly. Therefore, a summary was discussed to the dual-modalities of SCMC as well as the influence of WTC behaviors on WTC in English to EFL students.

AB - Ability to initial a conversation or be able to communicate in the second language is seen to be an optimum in second language acquisition. However, this ability seems to be lack most of practice in the second language learning, particularly to English as a foreign language (EFL) students. As a result, the less communicative practice they have achieved, the less willingness to communicate (WTC) in English would be developed accordingly. In order to activate the communication practice in English for the EFL students, a means of engaging synchronous computer-mediated communication (SCMC) in the language class instruction is concerned. To this end, the current study aims to examine and understand whether an engagement of dual-modalities SCMC in terms of text SCMC and audio SCMC would make an influence to the EFL students' WTC in English. Regarding the additional environment settings with the instruction, the relationship of students' WTC and confidence in English within each environment setting was examined. In the meantime, feedback gathered from the EFL students on what WTC behaviors would greatly affect their WTC in English was also investigated. Total of 32 first year college students were recruited for ten weeks for the experiment. A mixed method examination was applied to gather data from questionnaires as well as open-ended questions. The results identified positive correlations between students' WTC and confidence in English in both text and audio SCMC while no correlation was revealed in the ftf communication. Several WTC behaviors were rated greatly with feedback to affect their WTC in English correspondingly. Therefore, a summary was discussed to the dual-modalities of SCMC as well as the influence of WTC behaviors on WTC in English to EFL students.

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Shih MJA, Yang JC, Wu WCV. Dual-modalities of synchronous CMC into class instruction: An investigation of willingness to communicate. In Hiramatsu A, Matsuo T, Kanzaki A, Komoda N, editors, Proceedings - 2016 5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016. Institute of Electrical and Electronics Engineers Inc. 2016. p. 371-376. 7557636. (Proceedings - 2016 5th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2016). doi: 10.1109/IIAI-AAI.2016.104

Dual-modalities of synchronous CMC into class instruction: An investigation of willingness to communicate

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