Abstract:

This study aims at investigating the implementation of constructive role plays via New Horizon College English (NHCE) e-learning and its effects on learners’ speaking in tertiary English as a foreign language (EFL) classes. Six research instruments--the speaking pretests and post-tests, student role play recording language analyses, student questionnaires, student interviews, teacher logs, and student online learning logs--have been employed to collect data during the 18-week instruction. Three hundred participants were involved in the experiment. Results from pretest and post-test scores show that the constructive role plays via e-learning have positive effects on improving students’ speaking of different language proficiency levels in terms of language quality and language production. Positive and affirmative opinions towards the implementation of constructive role plays via NHCE e-learning in EFL speaking classes are also found among the majority of students. The results indicate that the appropriate integration of e-learning, CALL and the Internet technology is important to the success of English language learning and teaching for EFL learners. The findings from this study are directly beneficial to other researchers aiming at developing students’ second language (L2) speaking as well as L2 teachers’ speaking instruction. The study concludes with suggestions and recommendations for the implementation of a constructive learning model in college English study, especially for EFL speaking classes, as students can actively participate in the whole learning process. The present study contributes to the understanding of CALL, e-learning, and constructivism, and it has also explored the effectiveness on the shift from teacher-centered instruction to student-centered learning in L2 speaking instruction.

Keywords:

CALL, e-learning, Constructivism, Scaffolding, Role Play.