Abstract:

For the last two decades, phone-based English interaction (PBI) has been a highly popular way of improving English oral proficiency in Korea. However, no empirical research on its effectiveness has been conducted, which is precisely the purpose of this case study. The current case study closely examines the pedagogical benefits of PBI with regard to EFL learners’ development of L2 communicative competence (CC) and their increase in willingness to communicative (WTC). To better observe the effectiveness of PBI, this case study selects one EFL learner (Min, pseudonym) based on the limited benefits he had obtained in the interaction-based EFL classroom; this can be explained in part by his low WTC due to introvert personality, high face-protecting predisposition, and high L2 anxiety. The present study investigates the following:

1) Is PBI effective in developing a low WTC EFL learner’s CC?
2) Does PBI positively affect the EFL learner’s WTC. If yes, what characteristics of PBI cause that result?

The methodology involved in this case study is summarized in the following paragraph.

Before PBI treatment: this project measures Min’s potential learner-internal variables (i.e., prior English ability, prior experience in English, personality, language aptitude, L2 anxiety and motivation). Also, a pre-discourse completion test (DTC) is used to measure his use of English.

Two-month PBI treatment: this study simulates the current PBI structures conducted in Korea; Min and the researcher had 10 minutes of daily phone conversation exclusively in English for two months, and it involved 1) 2 minutes of “listen & repeat: vocabulary” 2) 2 minutes of “role-play: dialogue” and 3) 6 minutes of “English free conversation.” After each of the daily conversations, the learner was asked to write a journal recording his affective changes in using English.

After PBI treatment: the identical DCT taken in the pre-evaluation is given to Min again, and the exit questionnaires measure his changes in motivation and L2 anxiety.

This study analyzes the data separately to answer two research questions. For the effectiveness of PBI in CC development, this study adopts Canale's (1983) theoretical framework of four components measuring CC: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. All transcribed free conversations and pre/post DCT results indicate Min’s significant development in sociolinguistic competence, discourse competence and strategic competence. Regarding grammatical competence, the amount of formulaic chunks seems to be increased, and it supports the development of grammatical competence to some extent. Thus, it can be concluded that PBI provides the opportunities for learners to interact in authentic L2 context and to produce more output in intensive one-on-one conversation.

For the effects of PBI on the learner’s WTC, Min’s daily journals and exit questionnaires are taken into consideration. The results show that Min significantly improves his WTC by increased motivation, decreased L2 anxiety, and enhanced self-confidence in L2 speaking. These results possibly indicate that PBI, which provide a private space to have one-on-one L2 conversation, would reduce learners’ face-protecting predisposition and fear on lower L2 competence in public.

Keywords:

phone-based interaction, telephone, case study, english conversation, communication, interaction.