Jesse Gleason and Ruslan Suvorov Iowa State University Antwerp CALL 2010: Motivation and beyond

Language Learner Perceptions of Technology-Based Tasks Using Wimba Voice: L2 Oral Proficiency, Motivation, and L2 Selves

Jesse Gleason and Ruslan SuvorovIowa State University

Antwerp CALL 2010: Motivation and beyondAugust 19, 2010

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Agenda

• Introduction• Literature Review• Research Questions• Methodology• Results and Discussion• Conclusion

Language Learner Perceptions of WV tasks: L2 Oral Proficiency, Motivation, L2 Selves | Gleason & Suvorov | Iowa State University

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Introduction

• New technologies and new challenges• CMC and L2 oral proficiency• Wimba Voice (WV)• Motivation and L2 selves (Dörnyei, 2005)


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Wimba Voice Board


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Wimba Voice Presentation


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Literature Review

• Pioneer work on motivation and L2 learning: socio-educational model (Gardner & Lambert, 1959, 1972):

• Integrative orientation• Instrumental orientation• + six variables

• Current perspective on L2 motivation: L2 self system (Dörnyei & Ushioda, 2009):

• Ideal L2 self• Ought-to L2 self


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Literature Review

• Linking motivation, CMC, and L2 oral skills:• CMC and L2 oral proficiency in CALL• Benefits of asynchronous CMC

• Research on WV and oral performance:• Dearth of theory-driven research (e.g., Charle Poza,

2005; Rosen, 2009; Tognozzi & Truong, 2009)• No studies on WV and L2 motivation


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Research Questions

1. What are students' perceptions of WV’s effectiveness as a tool for the development of their L2 oral proficiency?

2. To what extent does the use of WV for language learning tasks affect students’ perceptions of their future L2 selves and motivation to use their English speaking skills in the future?


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Methodology: Participants

• Ten international teaching assistants• Eight Chinese and two Koreans • Enrolled in English communication skills class• Age M=25, number of years studying English

M=11• Variety of majors


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Methodology: Context

• Conducted at a large public university in the USA• Graduate-level English class• SPEAK/TEACH test• WVB and WVP in Moodle


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Methodology: Materials

• Pre- and post-surveys:• Five sections (three used in this study)• Likert-scale items and open-ended questions• Focus on ideal, ought-to L2 selves, and motivation• Adapted from other surveys

• Semi-structured interviews:• Perceptions of WV• Future L2 selves


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Methodology: Procedure

• Informed consent forms and pre-survey (Week 11)• Post-survey and interviews (Week 15)


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Methodology: Analysis

• Quantitative:• Descriptive statistics (M, SD, Cohen’s d) of Likert-scale

items from pre- and post-surveys• Qualitative:• Analysis of interview transcripts• Analysis of responses to open-ended questions from

the post-survey


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Example Survey Questions


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Results and Discussion

RQ1: Students’ perceptions of WV's effectiveness for improving L2 oral proficiency

Pre- and post-survey resultsPre M Pre SD Post M Post SD M diff. Cohen’s d

4.148 0.550 3.852 0.345 -0.296 -0.645


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Results and Discussion (cont.)

RQ1: Students’ perceptions of WV's effectiveness for improving L2 oral proficiency

Interview resultsPositive perceptions:

• Convenience and user-friendliness• Facilitation of self-noticing and error diagnosis• Interactivity and exchange of ideas

Negative perceptions:• Technical problems• Similarity to other recording software (lack of uniqueness)• Absence of real-time interaction, thus, negotiation of meaning


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Positive perceptions: WVB is "very good for recording... and the most important thing that I

think is it can give us a chance to exchange our ideas, to know what my classmates think of my speaking” (P3).

"I saw sometimes I pronounced some words correctly, but when I listen to myself, it's actually not that correct” (P6).

Negative perceptions:“I can't record from the middle of a recording. If I'm satisfied with the

first half of my recording but want to do the second part again and join them together, I'm not be able to do that in wimba. Instead I have to record the whole thing again” (P8).

"[I] just feel, cause you speak with a computer, not with the human, that's a negative feeling” (P10).


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Example Survey Question


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RQ2: Effect of WV-based tasks on students’ motivation and L2 selves

Pre- and post-survey resultsSurvey section

Pre M Pre SD Post M Post SD M diff. Cohen’s d

Ideal L2 self 3.444 0.801 3.597 0.847 0.153 0.186

Ought-toL2 self 3.040 1.122 3.192 1.002 0.152 0.143

Future L2 self 3.211 1.031 3.363 0.968 0.152 0.152


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“[M]y future plan is (…) that I will…focus on research and teaching, then maybe I will still stay here or some place else and maybe I will, after, during this speak research and teaching time…use English …I will use English almost all the time. And the second choice is that I will…go in the industry and find a job. And in that case I …think that speaking English is the best choice for me in the future career” (P3).

"I don't know," "I am not sure," "I don't think so," "I don't have many confidence on my English” (P5).


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"Um, in my opinion, the only way that I can improve my confidence is to speak and practice more English, so... so in this sense Wimba kind of has helped me improve my confidence” (P4).


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Conclusion

1. Students have an array of perceptions regarding the efficacy of WV for developing L2 speaking -> individual differences.

2. L2 learners have mixed opinions concerning the role of WV tasks in facilitating the vision of their future L2 selves and motivation -> clear vision = higher motivation (Al-Shehri, 2009; Dörnyei, 2009).


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Limitations

• Timing issues• Small sample size• Only self-reported data


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Ideas for Future Research

• Longitudinal studies• Effect of WV-based tasks on L2 learners’

performance• Relationship between L2 confidence and

motivation• Potential of WV for facilitating collaboration in

online/hybrid and distance L2 courses


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Questions? Suggestions?

Thank you!Jesse Gleason [email protected]

Ruslan Suvorov [email protected]


mailto:[email protected]

mailto:[email protected]

Jesse Gleason and Ruslan Suvorov Iowa State University Antwerp CALL 2010: Motivation and beyond

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