A Study On Text-based Synchronous Computer-mediated Communication As An Alternative To Face-to-face Oral Practice In College English Teaching And Learning

The present study aims to explore the feasibility and effectiveness of text-based synchronous computer-mediated communication as a supplementary spoken English teaching and learning method intended for non-English majors at the tertiary level. The study is motivated by three reasons. Firstly, there is a steady increase in the application of the synchronous computer-mediated communication technology in foreign language teaching and learning practices. Secondly, spoken English teaching for non-English majors at the tertiary level is in a predicament. Thirdly, there exists a sharp contrast between the relevant researches home and abroad. Four parts are included as its major content: (1) the theoretical research on the way text-based synchronous computer-mediated communication contributes to the development of language proficiency; (2) a series of empirical researches on text-based synchronous computer-mediated communication as a supplement to face-to-face oral practice in College English teaching and learning; (3) an evaluation of teaching and learning practices featuring text-based synchronous computer-mediated communication; (4) the integration of text-based synchronous computer-mediated communication with classroom spoken English teaching and learning.To begin with, the present study discusses the effect of text-based synchronous computer-mediated communication on the development of language proficiency from a theoretical perspective. Text-based synchronous computer-mediated communication, when employed for the purpose of foreign language teaching and learning, generally involves language input, output and interaction/negotiation. Input may come from the partner's output or the language materials provided by the teacher, whereas output is essential to the expression of ideas by the two parties. When communication breaks down on account of language barriers, learners tend to negotiate for solutions. In the light of Krashen's comprehensible input hypothesis, Swain's output hypothesis and Long's interaction hypothesis, comprehensible input, output and meaning negotiation are of equal importance to second language acquisition. In this sense, text-based synchronous computer-mediated communication plays a positive role in developing language proficiency. Meanwhile, from the perspective of Vygotsky's sociocultural theory, text-based synchronous computer-mediated communication is not only a communicative activity but a target language-mediated cognitive activity in which learners are jointly engaged in linguistic knowledge building and problem solving through"collaborative dialogue", thereby transforming collective efforts into individual knowledge and competence. As a new type of cognitive activity, text-based synchronous computer-mediated communication, functioning as a link between speaking and writing, can thus facilitate the development of language proficiency.In view of the facts that oral English teaching for non-English majors at the tertiary level is in a predicament and that text-based synchronous computer-mediated communication shares some similarities with oral communication, empirical research was done in an effort to examine the feasibility and effectiveness of text-based synchronous computer-mediated communication as a supplement to face-to-face oral practice in College English teaching and learning, with two-hundred-odd non-English majors from Shanghai Second Polytechnic University as the subjects and with the researcher carrying out teaching and research work simultaneously. Data was collected via the instrumentality of questionnaires, interviews and chat-logs. An action research approach was employed for the examination of feasibility, and the results of two rounds of action research which lasted one year suggested that text-based synchronous computer-mediated communication was to a certain extent beneficial for the development of oral proficiency and could serve as a supplementary oral English teaching and learning method. The study of effectiveness focuses mainly on three facets, namely, the grouping of learners with different proficiency levels, the effectiveness of different task types and the teacher's role. The findings of the first sub-study revealed that the High-Low group generated the greatest quantity of language output and turn-takings, yet there were no significant differences among six groups. The High-Low group was characterized by the expert-novice interaction pattern while the other five groups mostly worked in equal collaboration. Meanwhile, there were strikingly fewer cases of language-related episodes than had been expected. The findings of the second sub-study indicated that role-play came first in order of learners'interest and turn-taking frequency while story completion was ranked the lowest in order of the frequency of output and turn-taking, and debate had certain advantages in language output while discussion didn't stand out in any aspect, and what's more, there were rare occurrences of language-related episodes. The findings of the third sub-study shed light on the role of the teacher in implementing text-based synchronous computer-mediated communication tasks, or more specifically, the teacher should group students and design tasks properly before the task, avoid cutting in on students'communication during the task and after the task organize form-focused activities as a way to reflect on the task. In short, the results of the series of empirical research not only point to the feasibility of text-based synchronous computer-mediated communication as a supplementary oral English teaching and learning method intended for non-English majors at the tertiary level, but also provide guidance and reference to ensure its effectiveness.Upon the completion of the empirical research, a judgemental and empirical analysis of the four types of the communication tasks in the second-round action research was conducted within Chapelle's framework of CALL evaluation (2001), in an attempt to examine the appropriateness of these given tasks from a different perspective, hence providing further guidance on the use of text-based synchronous computer-mediated communication as a supplement to face-to-face oral practice. The evaluation brought about a series of prominent results. Debate, story completion, discussion and role-play all had good practicality, focused on meaning, and moreover, had a positive impact on teaching and learning. As for learner fit, discussion was not rated as high as the other three tasks. In terms of authenticity, discussion and role-play had a high degree of correspondence with real-life tasks while debate was less authentic and story completion the least authentic. As regards language learning potential, the results of the empirical analysis of the four tasks were not as good as those of the judgemental analysis. Furthermore, due to the uniqueness of text-based synchronous computer-mediated communication as a specific type of CALL activity, a set of evaluation criteria was established on the basis of Chapelle's framework of CALL evaluation for examining its appropriateness. Judgemental analysis comprises two levels, the first directed towards feasibility through examination of hardware, software and human resources and the second towards an evaluation of task design according to the six criteria, namely, language learning opportunity, learner fit, meaning focus, authenticity, interactiveness and positive impact. Likewise, empirical analysis involves two levels, the first targeted at feasibility through examination of empirical data on hardware, software and human resources and the second meant to evaluate appropriateness according to the actual performance of learners and teachers.The research ends with a discussion of the essence and procedures of the integration of text-based synchronous computer-mediated communication with classroom oral English teaching and learning. A three-phase integration approach is suggested, with normalization as the starting point, that is, text-based synchronous computer-mediated communication should be completely integrated into College English oral practice and no longer viewed as something new and distinct. From the viewpoint of Bax (2003), three steps need to be followed to achieve normalization: the first step is to identify the critical factors which normalization requires; the second is to audit the practice of each teaching context in the light of these criteria; the final step is to adjust current practice in each aspect so as to encourage normalization. However, the maximization of the value of what is normalized presupposes rationalization, which is essential to the sustainable development of text-based computer-mediated communication. A variety of factors should be taken into account to achieve rationalization, for instance, how to effectively combine web-based with face-to-face activities, how to properly group learners, how to appropriately design tasks and how to ensure the continuous implementation of formative evaluation. The end goal for integration is to reach an ecological state, the state where the components of oral English teaching and learning system relate to and interact with each other as well as the external environment, and by means of self-control and self-regulation the ecosystem keeps developing in a harmonious way. The present research maintains that the human factor plays a decisive role in achieving normalization, rationalization and the ecological state. After all, the integration of synchronous computer-mediated communication with face-to-face oral practice depends on the joint efforts by teachers, students, administrative and technical staff.