The Effectiveness of Synchronous Videoconferencing on the Oral Proficiency of Novice Language Learners

Abstract

This paper investigated the extent to which videoconferencing-supported distance L2 instruction would have an impact on adult learners’ attainment of Korean and Chinese in terms of L2 oral language skills. Many relevant studies on videoconferencing mainly reported findings obtained from pilot projects. Meanwhile, research on videoconferencing use in regular L2 learning class remains relatively unfledged. In order to address such a research gap, this study reported the findings of adult learners’ L2 oral language development via synchronous videoconferencing. Novice Korean and Chinese L2 learners participated in L2 oral proficiency tests and a survey after they studied their target languages over an intensive 120-hour language course mainly using videoconferencing. The results of the pre-test and post-test suggest that there was a significant increase in both Korean and Chinese learners’ L2 oral performances, achieving higher proficiency levels. The findings of a survey also show that they seemed to perceive benefits of having the videoconferencing as a distance L2 languagelearning tool. This study suggests that videoconferencing could provide novice L2 learners with learning environments to develop their L2 oral proficiency.