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The Use of Videoconferencing and Unprescribed Conversation for Listening Comprehension in L2 Spanish

The Use of Videoconferencing and Unprescribed Conversation for Listening Comprehension in L2 Spanish

Laurie Massery, Claudio Fuentes
Copyright: © 2020 |Volume: 10 |Issue: 3 |Pages: 15
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781799807575|DOI: 10.4018/IJCALLT.2020070101
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MLA

Massery, Laurie, and Claudio Fuentes. "The Use of Videoconferencing and Unprescribed Conversation for Listening Comprehension in L2 Spanish." IJCALLT vol.10, no.3 2020: pp.1-15. http://doi.org/10.4018/IJCALLT.2020070101

APA

Massery, L. & Fuentes, C. (2020). The Use of Videoconferencing and Unprescribed Conversation for Listening Comprehension in L2 Spanish. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 10(3), 1-15. http://doi.org/10.4018/IJCALLT.2020070101

Chicago

Massery, Laurie, and Claudio Fuentes. "The Use of Videoconferencing and Unprescribed Conversation for Listening Comprehension in L2 Spanish," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 10, no.3: 1-15. http://doi.org/10.4018/IJCALLT.2020070101

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Abstract

The following research investigates the effect that unprescribed1 conversation with native speakers of the target language had on learners' L2 listening comprehension skills at the beginning (n=21) and advanced intermediate levels of Spanish (n=27). Treatment groups completed two-thirty-minute conversations with native speakers via videoconferencing throughout the semester, while the control groups carried out unilateral oral exams using the Canvas course management system. Data was collected using the Avant Stamp Test, an online testing program that is based on the national standards outlined by the American Council on the Teaching of Foreign Language (i.e., ACTFL). The results of the study revealed that learners at the Intermediate I (InterI) level significantly improved as a result of the oral interactions, while the Intermediate II learners (InterII)—who possessed more developed grammatical and lexical skills, as well as overall experience in L2 than their Intermediate I level counterparts—did not significantly improve as a result of the treatment. Although many of the studies in this area of inquiry emphasize the need for guided instruction, explicit strategy and lexical recognition in aural development, it is argued here that unprescribed conversation with native speakers—a much less contrived and more authentic approach to aural acquisition—can also significantly improve listening ability in L2. Therefore, with the present study, the authors contribute to current literature in Second Language Acquisition that centers on aural development and the role of native speaker interaction in learners' auditory growth.

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