Journal of English Teaching through Movies and Media 2016;17(2):105-131.
Published online May 31, 2016.
The Effects of Post-Task CMC Activities and Task Types on Korean EFL Learners’ Oral Performance
Jong Im Han, Na Young Kim
Abstract
The present study explored the effects of different post-task CMC activity conditions and task types on the fluency, accuracy, complexity, and lexical diversity of EFL learners’ oral performance. The participants in the study were 39 EFL learners from a university in Incheon, Korea. They were randomly assigned to the three post-task activity groups (voice-chat, text-chat, and control). The experiment was administered during a period of eight weeks and a total of 234 transcribed data were analyzed. The major findings of the study were as follows: Firstly, regarding the post-task CMC activities, the participants who engaged in both the voice-chat and text-chat showed significant improvements in fluency, and the text-chat showed more beneficial effect on fostering the lexical diversity compared to the voice chat. Secondly, as for task types, ‘proposing a solution’ was the most beneficial task for promoting the fluency, accuracy, and lexical diversity, whereas ‘expressing an opinion’ was the most effective task for developing the complexity. Thirdly, concerning the participants’ perceptions of English learning in general, post-task CMC activities, and task types, their attitudes were positively changed overall. Based on these findings, some pedagogical suggestions are made on the effective implementation of post-task CMC activities in EFL contexts.


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