The recently developed Internet-based desktop videoconferencing as the highest level of CMC offers an authentic learning environment in which language learners can orally and visually interact with another human being in the target language, much in the same way as in a face-to-face interaction (Wang, 2004a, 2004b). The purpose of this study is to investigate the effects of interaction with native speakers via Internet-based desktop videoconferencing on EFL learners’ language proficiency in terms of fluency, accuracy and complexity, as well as examine L2 learners’ perception on using Internet-based videoconferencing to access native speakers to promote L2 learning.
A control group and an experimental group were applied in this study, with 10 native-nonnative dyads participating in Internet-based desktop videoconferencing as a treatment for experimental group and10 nonnative-nonnative dyads using traditional face-to-face interaction for the control group. Ten topics were assigned to both groups and the research lasted about 10 weeks. Data collected from the two groups in Weeks 2, Week 6 and Week 10 were transcribed, coded and analyzed in terms of linguistic fluency, accuracy and complexity using doubly multivariate repeated measures of ANOVA for the statistic analysis. Follow-up questionnaires with both groups and online interviews with five of the participants in the experimental group were also conducted.
The results indicated that there was a significant improvement in fluency, a slightly significant improvement in accuracy, but no improvement in complexity for the L2 learners in the experimental group. Interactional mode has a significant effect on L2 learners’ language proficiency. Using Internet-based desktop videoconferencing to talk with native speakers resulted in better performance by the participants in the experimental group than those in the control group in terms of fluency, accuracy and complexity. There was a significant interaction effect of time by interactional mode in terms of fluency, but no interaction effects were detected in terms of accuracy and complexity.
Results from the participants’ follow-up questionnaires and interviews indicated that the Internet-based desktop videoconferencing creates a comfortable, spontaneous and less threatening environment for L2 learners to interact with native speakers. L2 learners have perceived great improvement in their language proficiency in terms of fluency and accuracy. Pedagogical implications, limitations of the study and recommendations for future research were also provided.