Promoting oral interaction through task-based learning activities in an Efl virtual learning environment

Abstract

This study aims to identify the main characteristics of synchronic oral interaction in an EFL virtual learning environment and also investigates students’ perceptions regarding the use of computer mediated communication tools in the language learning process. This research project is theoretically supported by constructivism theory, social interaction and the theoretical foundation that supports the use of computer mediated communication tools in language learning. The study was carried out in a public institution, which offers free vocational education as well as free virtual English courses. Twelve elementary level students, ranging in age from 17 to 22, were encouraged to participate in six videoconferences in which they had to interact orally and develop task-based learning activities. The videoconferences were developed through the technological tool Blackboard Collaborate. The data was collected from video conferencing recordings, field notes and semi- structure interviews. The results of this study showed that the main characteristics of synchronic online oral interaction are collaboration, engagement and sense of belonging to a learning community. Students were able to work together and help each other to complete a specific task. The result also shows that when students work together in an online learning activity, they apply different communication strategies to transmit a message and help each other to complete a task.