Thirteenth International Conference on e-Learning & Innovative Pedagogies

Abstract

This study investigated the effect of the post-task Computer-Assisted Language Learning (CALL) approach on advanced Iranian learners’ speaking fluency. Fifty-five MA students in Khuzestan Islamic Azad University, Ahvaz, Iran were randomly selected and divided into experimental and control groups. Before instruction, both groups were given a pre-test of speaking. Then, the control group was taught using a traditional method of in-class speaking instruction, while the experimental group was taught using the CALL approach. The experimental group also received some speaking post-tasks via email correspondences. Four different types of tasks including description, explanation, cause and effect, and opinion paragraph tasks were used. The experiment lasted for eight weeks comprising of ten sessions. At the end of the experiment, both groups took a post-test of speaking. An Independent Sample t-test was run to find if there was any significant difference between the two groups in the post-tests. Results showed that there was not a significant difference between the two groups’ pre-tests. However, there was a significant difference between the two groups’ post-tests in terms of gaining scores on speaking fluency. Results revealed that post-task CALL techniques did enhance English as a foreign language (EFL) learners’ speaking fluency. The CALL group achieved a higher degree of speaking fluency compared to the Non-CALL group (p<.05). This significant difference between the two groups favoring CALL users was an indication of the positive effect of the post-task CALL approach on improving students’ speaking fluency. Teachers may use the CALL approach to facilitate teaching speaking fluency.