Academic journal article International Journal of Linguistics

The Effect of Using Audiovisual Chat on Developing English as a Foreign Language Learners' Fluency and Productivity of Authentic Oral Texts

Academic journal article International Journal of Linguistics

The Effect of Using Audiovisual Chat on Developing English as a Foreign Language Learners' Fluency and Productivity of Authentic Oral Texts

Article excerpt


This experimental study aimed at investigating the effect of using CMC (computer-mediated communication) on the improvement of tenth grade students' fluency and productivity of authentic oral texts in English, in the first semester of the scholastic year 2013/2014. For the sake of carrying out the present study and fulfilling its aims, the following hypothesis was proposed: "CMC has a great effect on the tenth Grade students' fluency in English". The population of the study consisted of all 10th grade students in Amman First Directorate of Education during the scholastic year 2013/2014. However, the sample of the study consisted of 61 students studying at AL-Shmissani Al-Kharbi Basic School for Girls. This is a quasi-experimental study because the school was chosen intentionally as it had up-to-date internet connected laboratories and a number of tenth grade sections. After reviewing the theoretical literature and the previous studies, the researcher identified the aspects of language fluency to be studied i.e. authenticity, pragmatics, creativity, non-verbal communication, suprasegmental factors, structural accuracy, figures of speech and idiomatic expressions, lexical accuracy, everyday life expressions, and speaking confidently. A pre-test was administrated to know the actual level of groups, the control group and the experimental one before being exposed to the new experience of teaching. The control group was taught traditionally, while the experimental group was taught via CMC. Two months later, a post-test was administrated so as to find if any change occurred, if it occurred, to what extent and in what dimension. To be certain of the validity of the test, it was presented to a group of referees, and its reliability was calculated by Cronbach Alpha Coefficient to be (0.90). To treat the raw scores statistically, means and standard deviations were used, by applying the quantitative research methods. The findings of the study revealed significant differences in the mean scores between the control and the experimental CMC groups. Students' performance in the experimental group was better than that of the control group. Finally, a number of related recommendations were presented to students, researchers, teachers and curriculists.

Keywords: Audiovisual chat, Fluency, Productivity, Authentic oral texts, CALL, CMC

1. Introduction

Fluency is a flow in which words are joined together while speaking quickly (Wikipedia, 2013). It is a characteristic of the speaker. To Hartmann and Stork, '' a person is a fluent speaker when he is capable of using the language structure accurately'' (1976: 86). Fillmore (1979) familiarized fluency by attaching it to the creative and imaginative use of the language. Brumfit (1984) binded it to the natural use of language. It is also defined as ''the features which give speech the qualities of being natural and normal, including native-like use of pausing, rhythm, intonation, body language, stress, rate of speaking, and use of interjections and interruptions" (Wikipedia, 2013).

In addition, Schmidt (1992) called fluency an automatic procedural skill while Richards et al (1985) refered to the ability to produce grammatically correct sentences but may not include the ability to speak or write fluently.

There are many components, for achieving fluency in reading (e.g., Kuhn& Stahl, 2004; Pikulski, 2006; Schwanenflugel & Ruston, 2008; Topping, 2006; Wolf & Katiz-Cohen, 2001). There are, however, variations among researchers as to how many and what kinds of components they hypothesize. Kuhn and Stahl (2004) argued that the primary components which have achieved a certain consensus are:

1. Accuracy in decoding.

2. Automaticity in word recognition.

3. The appropriate use of prosodic features such as stress, and pitch.

4. Appropriate text phrasing" (p. 416).

The final goal of fluency (good text comprehension at an appropriate rate) is affected by the skills readers possess in each component. …

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