Promoting
Speaking Skills in Online Environments
Promoviendo
Habilidades del Habla en Ambientes Online
Diana
Carolina Campaña DÃas.
Recibido: 18-11-2020=
/
Revisado: 15-12-2020 /Aceptado: 16-01-2021/ Publicado: 05-01-2021
Introduction. The use of digital technologies as a means of
instruction has transformed the way languages are learned and taught. Easier
access to information, as well, makes it simpler for learners to develop
reading, listening, and writing skills. However, for speaking to develop it=
is
still necessary to think of a speaker and a listener who can both interact =
with
each other. Currently, and as a direct result of the COVID-19 pandemic,
speaking scenarios have moved – even more so – from face-to-face enviro=
nments
to other spaces such as video conferencing rooms, audio messages on chat ap=
ps,
video calls, among others. Objective. To establish activities that
promote development of speaking in online educational settings. Methodol=
ogy.
This article presents a review of state-of-the-art literature illustrating =
how
speaking could be promoted and enhanced by resorting to online environments,
considering what are described as best practices. Results. Activities
and ideas that could be adapted to different levels of performance, in
different learning environments, are presented. Conclusion. Taking advantage of technology and the
different tools in which, it is present is without a doubt, one to the best
ways in which language learning encounters a supporting means. The advent o=
f more
developed resources has allowed for improved and, in some cases, novel
strategies for application in the EFL class.
Keywords:
Resumen=
Introducción. El uso de tecnologÃas digitales como medio de
instrucción ha transformado la forma en que se aprenden y enseñan los idi=
omas.
El acceso más fácil a la información también hace que sea más sencillo=
para los
estudiantes desarrollar habilidades de lectura, comprensión auditiva y
escritura. Sin embargo, para que el habla se desarrolle es necesario pensar=
en
un hablante y un oyente que puedan interactuar entre sÃ. Actualmente, y co=
mo
resultado directo de la pandemia COVID-19, los escenarios de habla se han m=
ovido
- aún más - de los entornos presenciales a otros espacios como salas de
videoconferencia, mensajes de audio en aplicaciones de chat, videollamadas,
entre otros. Objetivo. Establecer actividades que promuevan el
desarrollo del habla en ambientes de educación en lÃnea. MetodologÃa.=
Este artÃculo presenta una revisión de literatura actualizada que ilustra=
cómo
se puede promover y mejorar el habla recurriendo a entornos en lÃnea,
considerando lo que se describen como mejores prácticas. Resultados. Se
presentan actividades e ideas que podrÃan adaptarse a diferentes niveles de
desempeño, en diferentes entornos de aprendizaje. Conclusión. Apro=
vechar
la tecnologÃa y las diferentes herramientas en las que está presente es, =
sin
duda, una de las mejores maneras en que el aprendizaje de idiomas encuentra=
un
medio de apoyo. El advenimiento de recursos más desarrollados ha permitido
mejorar y, en algunos casos, generar nuevas estrategias de aplicación en la
clase EFL.
Palabras claves: Aprendizaje de idiomas, Aprendizaje en lÃnea,
Desarrollo de habilidades, Habla
Introduction
For more than a
decade, technology-based interventions have proven to be helpful in language
learning and teaching (Rodrigues & Vethamani, 2015). Wang & Vásquez
(2012) assert that Web 2.0 technologies help to foster favorable language
learning environments. With this is mind, it is no surprise that specific
settings such us chat rooms, social networks, and other platforms that allow
for video conferencing have become ever more necessary, and important, at a
moment when social distancing has presented new challenges for language
teachers: how could us make sure that our students really develop their
language skills? In what way would students best improve their speaking abi=
lity
– something that may better occur through face-to-face interaction?
According to Cong-=
Lem
(2018), the more traditional language class has now a strength in blended
learning; activities do not necessarily happen in the classroom and learners
have opportunities “to learn and practice the target language through
collaboÂrative learning with their peers or creating their own projÂectsâ=
€. Sun
& Yang (2015) propose the idea that the use of platforms such as YouTube
and Facebook may well aid English as a Foreign Language (EFL) students to
polish their public speaking skills, based both on individual and collabora=
tive
work.
In addition to the
technological aspect at discussion, another important matter is that dealing
with students’ motivation to speak in English. Ihsan (2016) claims that
offering students of a language the opportunity of being more involved in t=
heir
own speaking tasks would increase their motivation to try and speak. This is
especially true when topics set for discussion cover those which students a=
re
genuinely interested in and happen more spontaneously due to a type of inte=
raction
in environments that, somehow, allow students to feel more at ease. In their
work, Talaván & Lertola (2016) describe a process in which active
audio-description resulted in an interesting process that, aided by a web
platform, made students get more involved in the proposed speaking tasks.
Romaña Correa (20=
15)
presents a very interesting example of the use of Skype, in which a group of
students participated in conference calls that covered different topics. Af=
ter
this, small groups of up to four students got involved in a round of questi=
ons
which the researcher provided in advance. This experience also resulted, in=
a
few cases, in short debates on the selected topic. This practical, more
pedagogical use of a video call platform demonstrates the potential of such
tools in the learning of a new language. Yeh, Tseng, & Chen (2019) disc=
uss
the use of videoblogs – videos recorded by the vlogger, on a given topic =
that
are uploaded onto a web platform. In this proposal, after recording their o=
wn
entries, students received feedback from their peers. This feedback was mea=
nt
to offer guidance for a new, better version of the initial entry. This
experiment reinforces the collaborative work criterion.
The application of
game-based activities on a mobile system was analyzed by Hwang, Shih, Ma,
Shadiev, & Chen (2016). In this proposal, students were exposed to
vocabulary and text that, in the way of a game, were intended to help them =
to
improve their speaking ability. The use of the mobile system was praised by=
the
participants. Results showed an improvement in speaking, which could be
enhanced further by designing game-like activities with more challenging
activities. In similar lines, Rankin, McNeal, Shute & Gooch (2008) prop=
ose
the idea of gamification, emphasizing that serious games offer “enjoyable
experiences for the player as the player develops or improves her skill set=
as
a result of game play†so that they can apply the abilities acquired thro=
ugh
games to real life situations. In another study, Yen, Hou, & Chang (201=
5)
worked on an EFL instructional course which integrated Facebook, for
asynchronous online discussion, and Skype for synchronous online discussion.
Both platforms served as communication tools for students to get involved in
role-playing based learning activities. Peer-to-peer and self-correction we=
re
identified among the participants, which was interesting from a self-awaren=
ess
point of view.
With more attentio=
n to
the use of vlogging, in this case on Instagram, Wulandari (2019) establishes
that good results were observed after students were asked to record videos =
and
upload them for their classmates to comment on. Students’ responses to th=
ose
comments had to be responded to in the form of a new vlog entry. Over a per=
iod,
this activity allowed the researcher to gauge performance before and after =
the
intervention, which resulted in development of speaking but also reading and
writing.
Considering the
inherent communicative characteristic of the speaking act itself, and the
opportunity presented by online environments, intercultural communication
deserves important attention as well. Basharina (2009) claims that global
online environments pose a great opportunity to enhance development of
intercultural communicative competence. This is especially true when studen=
ts
get to share their own cultural traits, and start comparing, reflecting on,=
and
asking each other about their cultures. As Wu, Hsieh, & Yang (2017)
established, online learning communities facilitate meaningful and positive
collaboration patterns which, consequently, lead to students enhanced oral
proficiency. Also, Wu, Yen & Marek (2011) state that interaction result=
ing
from work on online environments presents interesting prospects for authent=
ic
collaboration, which results in more motivated learners who get to develop
cross-cultural connections.
The above examples
serve as an interesting basis for the forthcoming results section. There are
noteworthy strategies and activities that could be implemented in online
environments so that students’ speaking ability develops to a command of =
the
language that allows them to communicate with ease, without fear of making
mistakes, and more importantly, making themselves understood.
Methodology
For t=
his
literature review, articles submitted to different high-quality journals and
digital publications have been analyzed, with the objective of capitalizing
upon the experiences of different research results and proposed interventio=
ns
in EFL and ESL settings. First, articles were analyzed according to the =
technological
tool used or implemented. In this group, emphasis was given to research=
on social
networks, vlogging platforms, and video conferencing resources. A secon=
d,
smaller group, included articles on a broader scope of technology use for
speaking purposes, i.e., articles that deal with computer assisted langu=
age
learning (CALL). After careful consideration, following are a gro=
up
of suggested activities that could be adapted to different levels of
proficiency in the English language class, which has mostly moved to digital
platforms, for both synchronous and asynchronous activities. Additionally,
documents dealing with the opportunities created for intercultural
communication on online environments were also considered. This is especial=
ly
important given the fact that intercultural communication is also a great w=
ay
for students to develop oral proficiency.
Results
This section introduces a se=
t of
strategies and activities which English language teachers and students could
apply to develop their speaking skills. As most classes have had to transit=
ion
to online environments, they are reasonably easy to apply and assess.
Instructors’ creativity is key in the implementation process. Also, stude=
nts’
preference for the use of social networks is a new asset that is to be
considered advantageous.
Debating on current affairs =
via
different video conferencing platforms
Depending on students’ lev=
el,
selection of topics to debate on – especially those that appeal to them â=
€“ is a
good strategy for development of speaking. Platforms such as Zoom allow for=
a
good range of control over students’ order of participation. When it come=
s to
assessment, the video recording capability is of great help for the teacher.
Students could be involved more deeply if they are given roles: moderator,
speakers, and examiners – thus, contributing to peer assessment and
collaborative work.
Roleplaying
Perhaps, one of the most int=
eresting
and entertaining type of activity, roleplaying in online settings opens a b=
road
space for creativity on part of learners. Depending on the situation and
context given, even audio chat messages – WhatsApp, Telegram – could be=
come a
great space for exchange of scripted or non-scripted ideas. A crucial aspec=
t in
this type of activity is the moderation/control of certain vocabulary and
expressions that mat not be suitable for all audiences. Regulations on how =
this
activity should take place are to be clearly deployed in advance. Nonethele=
ss,
the results could show how much students perform better when given a dif=
ferent
role – one that may help them to excel in speaking, and that is diffe=
rent
from their everyday life.
Vlogging
In this case, platforms such=
as
YouTube, Vimeo, and Facebook could become useful. Asking students to, for
example, present a day in their lives in a set amount of time, could allow =
them
to use more specific vocabulary and phrases for the given task. Asking their
classmates to comment on the video entries, and then requesting an improved
version is a strategy that allows for deeper involvement of students in the=
ir
own work. Regulations should be clear in the sense of what and how to assess
classmates’ work. The feeling of commitment, that should be reinforced all
through the activity, may result in stunning ways of presenting, making it =
even
more attractive for students so that they discover that they are good at pu=
blic
speaking.
You decide the topic =
This activity may be more su=
itable
for higher levels. Students should be informed in advance that they will ha=
ve
the opportunity of proposing a topic for open discussion during the lesson.
This activity may appeal to students who sometimes have a hidden like or ho=
bby,
or even an ability that during face-to-face lessons they are not comfortable
sharing. As this is a more at-the-moment-of-speaking activity – without m=
uch
rehearsal involved – students could resort to online dictionaries or auto=
matic
translators, which could also offer opportunities for the teacher and
classmates to recommend better ways to say or rephrase an expression which
could result vague or unintelligible. Zoom, Microsoft Teams, Skype and other
video conferencing platforms could be used of this purpose.
News briefing
With the amount of fake news=
that
are disseminated on social networks – and the web itself – asking stude=
nts to
send audio messages on accurate, real news could be an interesting experien=
ce.
To prove if the news is real, students should cite their sources, ma=
king
it clear that they are not to simply read and produce the audio, but to
rephrase it with their own, more familiar words. Different apps, such as
WhatsApp, Telegram, or even social networks – a closed group destined to =
do so
– could well serve this purpose.
Conclusions
·&n=
bsp;
Taking advantage of
technology and the different tools in which, it is present is without a dou=
bt,
one to the best ways in which language learning encounters a supporting mea=
ns.
The advent of more developed resources has allowed for improved and, in some
cases, novel strategies for application in the EFL class.
·&n=
bsp;
In the case of specific
development of skills, speaking is no stranger to the different possibiliti=
es;
students have access to several applications and platforms which are easy to
use. These include WhatsApp, Telegram, Zoom, Microsoft Teams, and social
networks, Facebook, and Instagram to name a few, and most popular. Teachers=
, of
course, must implement well devised activities, considering different
audiences, and performance level.
·&n=
bsp;
Undoubtedly, teachers’
creativity and approach to the use of technology to promote speaking skills=
in
online environments are essential for the implementation of different types=
if
interventions. A more guidance role on part of instructors empowers student=
s to
be more convinced and willing to make their opinions heard, when speaking.
Assessment, which should happen from a communicative approach, is also a
process which does help to offer feedback in a more rewarding way to studen=
ts’
efforts. Collaborative work, as well, is an important element to consider a=
ll
through the process. Consequently, and especially at present, more attention
should be given to research on the efficient use of technology and online
settings, for the development of language skills.
=
Bibliographic
References
Basharina, O. (2009). Student agen=
cy
and language-learning processes and outcomes in
international online
environments. Calico Journal, 26(2), 390-412.
Cong-Lem, N. (2018). Web-based language learning
(WBLL) for enhancing L2 speaking
performance: A review. =
Advances
in Language and Literary Studies, 9(4), 143-152.
Hwang, W. Y., Shih, T. K., Ma, Z. H.,
Shadiev, R., & Chen, S. Y. (2016). Evaluating listening
and speaking skills in a mobile game-based learning environment with
situational contexts. Computer Assisted Language Learning, 29=
(4),
639-657.
Ihsan, M. D. (2016). Students’ motivati=
on in
speaking English. JEES (Journal of English
Educators
Society), 1(1).
Rankin, Y. A=
.,
McNeal, M., Shute, M. W., & Gooch, B. (2008, August). U=
ser
centered game
design: evaluating massive multiplayer online role-playing games for
second language acquisition. In Proceedings of the 2008 ACM SIGGRAPH sympos=
ium
on Video games (pp. 43-49).
Rodrigues, P. D., & Vethamani, M. E. (2015). The impact of online learning in the
development of speaking skills. Journal of Interdisciplinary Rese=
arch
in Education (JIRE), 5(1).
Romaña Correa, Y. (2015). Skype™ confe=
rence
calls: A way to promote speaking skills in
the teaching and learning of English. Profile Issues in
TeachersProfessional Development, 17(1), 143-156.
Sun, Y. C., & Yang, F. Y. (2015). I help,
therefore, I learn: service learning on Web 2.0 in
an EFL speaking class. =
Computer
Assisted Language Learning, 28(3), 202-219.
Talaván, N., & Lertola, J. (2016). A=
ctive
audiodescription to promote speaking skills in
online
environments. Sintagma: revista de lingüÃstica,
59-74.
Wang, S., & Vásquez, C. (2012). Web 2.0 and
second language learning: What does the
research tell us? CA=
LICO
journal, 29(3), 412-430.
Wu, W. C. V., Hsieh, J.=
S.
C., & Yang, J. C. (2017). Creating an
online learning community
in a flipped classroom to enhance EFL learners’ oral proficiency.
Journal of Educational Technology & Society, 20(2), 142-157.
Wu, W. C. V., Yen, L. L., & Marek, M. (2011). Using online EFL interaction to increase
confidence, motivation, and ability. Journal of Educational Technolo=
gy
& Society, 14(3), 118-129.
Wulandari, M. (2019). Improving EFL learners’ speaking proficiency
through Instagram
vlog. LLT
Journal: A Journal on Language and Language Teaching, 22(1),
111-125.
Yeh, H. C., Tseng, S. S., & Chen, Y. =
S.
(2019). Using online peer feedback through Blogs to
promote speaking performance. Journal of Educational Technology &=
amp;
Society, 22(1), 1-14.
Yen, Y. C., Hou, H. T., & Chang, K. E.
(2015). Applying role-playing strategy to enhance
learners’ writing and speaking skills in EFL courses using Faceboo=
k and
Skype as learning tools: A case study in Taiwan. Computer Assisted Language Learning<=
/span>, 28(5), 383-406.
PARA CITAR EL ARTÃCULO INDEXADO.
Campaña
DÃas, D. C., Porras Pumalema, S. P., Ãvila Herrera., S. A., & Fierro =
López,
D. V. (2021). Promoviendo Habilidades del Habla en Ambientes Online.
ConcienciaDigital, 4(1.1), 241-249. https://doi=
.org/10.33262/concienciadigital.v4i1.1.1556
El
artÃculo que se publica es de exclusiva responsabilidad de los autores y no
necesariamente reflejan el pensamiento de la Revista Conciencia Digital.
El artÃculo queda en
propiedad de la revista y, por tanto, su publicación parcial y/o total en =
otro
medio tiene que ser autorizado por el director de la Revista Conciencia Digital.
[1] Escuela Superior
Politécnica de Chimborazo, Facultad de Informática y Electrónica, Riobam=
ba,
Ecuador, Â
<= span lang=3DES style=3D'font-family:"Times New Roman",serif'>Â diana.campania@espoch.edu.ec, ORCID: https://orcid.org/0000-0002-7608-4090
[2] Escuela Superior Politécnica de Chimboraz=
o, Facultad
de Mecánica, Riobamba, Ecuador,
 sandra.porras@espoch.edu.ec, ORCID:
https://orcid.org/0000-0001-6571-9938
[3] Univers=
idad
Tecnológica Indoamérica, Dirección de Posgrados, Ambato, Ecuador,
  stalynavila@uti.edu.ec,
ORCID: https://orcid.org/0000-0002-0596-4592
[4] Universidad Nacional de Chimborazo, Facultad de Ciencias de la Educación, Humanas y TecnologÃas, Riobamba, Ecuador, dfierro@unach.edu.ec, ORCID: https://orcid.org/0000-0003-3694-7143
www.concienciadigital.org
                        Â=
                                     =
                   Vol.
4, N°1.1, p. 241-249, Febrero, 20