Abstract
This study aimed to investigate the influence of using written interaction through Skype to facilitate learning English Language, It focused on using Skype as a social networking program to act as communication tool for individuals. This study combined the quantitative and qualitative methods to achieve research purposes. Quantitative data was established by using questionnaire. It designed to evaluate the student responses towards the class activity. Qualitative data attempted to analyze the conversations between students through screenshots. Thirty Korean nonnative speakers, both male and female, from Kangwon National University were randomly assigned into five groups, six students for each group. Participants attended two Skype chat sessions per week. It continued for two weeks. Every Skype chat activity spent about twenty minutes. The results of this study illustrated that Learners showed the tendency of using fragmented syntactic structures. They were able to use some of the discourse markers. In addition, a Skype Chat supported participants to recover common grammatical errors. According to SPSS analysis, there were a lot of effective aspects of using Skype for learning English. Some of them were: space of convenience and increasing the motivation between students by using the online technologies.
Highlights
A wide expansion of broadband internet and wireless internet technology around the globe has led to many opportunities and possibilities for the acquisition of languages and cultural transmission
The questions are: 1) What kind of negotiation skills will student participants utilize during the course of an exercise using Skype chat to learn English as a Second Language (ESL)?
Lapadat (2002) sees that the use of Chat applications in all its forms might help in the process of choosing proper words and motivate the students to choose the words that most likely express their intellectual tendencies. 3.2- Question two: The second question of the study was as follows: How will the use of Skype Chat protocol when teaching a second language help student participants improve common grammatical errors such as use of auxiliary verbs and main verbs? The analysis of the question was as follows: Normally, learners tend to be confused with the correct usage of tense and auxiliary verbs when writing
Summary
A wide expansion of broadband internet and wireless internet technology around the globe has led to many opportunities and possibilities for the acquisition of languages and cultural transmission. Rapid and continual interactions for learning English as a Second Language (ESL) has opened different fields in the area of applied linguistics. It is further supported with the Interaction Hypothesis, in which theorist explains how useful interaction in the targeted language aids the learner in meaningful language acquisition (Long, 1983). One of the most common modes of communication while using the internet is that of synchronous computer mediated communication (SCMC) that is referred to instant text messaging It is of significant interest for language teaching practitioners and applied linguistics as they have presented their different research as how this method benefits the learners. This mode is highly recommendable and of immense importance due to its benefits and unique characteristics (Beauvois, 1992; Chun, 1994; Kelm, 1992; Kern, 1995; Payne & Whitney, 2002; Sotillo, 2000; Warschauer, 1997)
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