Abstract:

This presentation shows the results of an ongoing study that seeks to assess the effects of synchronous and asynchronous oral tasks (online lessons and online interviews, podcasts and audio/video forums) on linguistic accuracy, correction strategies and repair moves in web-based environments. The study uses a mix-methods approach and a quasi experimental procedure with a pretest and a posttest and employs the clause as basic unit of analysis. It analyzes the performance of students in a beginners English online course by means of categorizing errors (grammatical, lexical and phonological); correction strategies and repair moves. The analysis is complemented by data from focus groups, in-depth interviews and a questionnaire.

Preliminary findings suggest that the use of correction strategies is very limited and that clarification request is the most used strategy. Repair moves appear to be very frequent although the moves that lead to fix errors are less frequent than the moves that do not. Although the results from the t-test shows that there are not significant changes in the production of error free clauses, a comparison of the performances in the podcasts at the end of each unit provides evidence that using synchronous and asynchronous oral tasks fosters linguistic accuracy, correction strategies and repair moves on the part of the students.

An analysis of the in-depth interviews, the focus groups and the results from the questionnaire shows that there is a positive perception of the implementation of language tasks on the development of language accuracy and a very positive perception of the use of synchronous tasks (online lessons and online interviews) in particular. Participants highlight the use of the correction strategies employed by the teacher. However, there is a negative perception on the development of other aspects such as fluency. Participants stress the benefits of the audio and the video forums (asynchronous tasks) as preparation for the final task (podcasts) in each unit although the teacher perceives them as very similar and with very limited influence on the development of accuracy. Participants underline the benefits of tasks in the development of pronunciation, vocabulary and grammar as well as the development of other skills such as search for information, time management and linguistic monitoring. They point out the need to develop a tool or strategy based on the student’s performance to help them develop their language accuracy.

Keywords:

Web-based environments, language accuracy, computer-mediated communication, oral discourse, learning tasks, video conferencing, podcasting, feedback strategies.