Abstract
In recent, mobile technology is experiencing a highly development, it is necessary to explore whether it holds the potential to boost EFL learners’ language acquisition based on its instant messaging apps in synchronous voice chat (SVC) mode. With a focus on Chinese EFL learners, this study aimed to compare their speaking performance in SVC and face-to-face (F2F) chat modes. It also explored the relationship between learners’ speaking performance and anxiety levels in these two chat modes which allow real-time communication. In this mixed methods study, WeChat instant messaging was used as the platform for SVC. Forty students from a public university in China participated in 4 chat sessions in SVC and F2F chat modes over 4 weeks. Quantitative data were collected through the oral scores of the participants’ performance in the chat sessions and anxiety questionnaires. Then, qualitative data were obtained from a focus group interview. The findings revealed a significant difference in learners’ speaking performance in SVC and F2F chat. Students’ speaking performance outperformed in SVC chat compared to F2F chat. This could be linked to students’ anxiety levels which were slightly higher in F2F chat. Despite that, most of the students preferred F2F chat to SVC chat due to the practicality of F2F chat.
Highlights
Speaking is regarded as a social act which is crucial for people to communicate, exchange information, and build, as well as maintain longitudinal relationships with others
Many learners often experience foreign-language anxiety (FLA), especially when the language used is not their first language and they are required to speak it in front of a group of people (Misqam & Saidalvi, 2019)
Since anxiety levels may affect learners’ speaking performance, the present study looked into Chinese EFL learners’ anxiety while they practise their speaking skills in F2F and synchronous voice chat (SVC) conditions
Summary
Speaking is regarded as a social act which is crucial for people to communicate, exchange information, and build, as well as maintain longitudinal relationships with others. In the context of language learning and teaching, speaking is identified as the most challenging and complex skill compared to listening, reading, and writing skills (Rao, 2018). This is because speaking involves observation, complex meaning construction, and preparation of an utterance at the same time. Based on the learners’ response in the background survey, the researcher selected 40 students whose English was at the Intermediate Level (a score between 90 and 120 out of 150 based on their university entrance exam), and who consistently used WeChat on a frequent, daily basis
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