Employing e-tandem language learning method to enhance speaking skills and willingness to communicate: the case of EFL learners

Abstract

The present study adopted a sequential explanatory mixed-methods approach to explore the impact of e-tandem on English as a foreign language (EFL) learners’ speaking skills (i.e. speaking fluency and coherence, lexicon, grammatical range and accuracy, and pronunciation) and willingness to communicate (WTC). To this end, two classes at a language institute were randomly assigned to an experimental group (e-tandem group) with 22 EFL learners and a control group (conventional group) with 20 EFL learners. The learners in the e-tandem class communicated with foreign English speakers online using Tandem, a language exchange application, and those in the conventional class had collaborative speaking activities during the class time. IELTS speaking skill test, willingness-to-communicate scale, and an individual semi-structured interview were used to collect the required quantitative and qualitative data. Paired samples t-test and one-way ANCOVA, used to analyse the quantitative data, indicated that e-tandem and conventional classes developed the EFL learners’ speaking skills and WTC; however, the e-tandem group outperformed the conventional group on speaking skills and WTC. Thematic analysis, applied to analyse the qualitative data, generated a number of themes and categories signifying the e-tandem learners’ positive attitudes and perceptions towards the e-tandem-based collaborative speaking activities. Pedagogical implications are discussed for collaborative speaking courses in EFL settings.

Keywords:

• E-tandem
• speaking skills
• willingness to communicate
• telecollaboration
• EFL learners

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Masoud Rahimi

Masoud Rahimi did his PhD in applied linguistics at Razi University, Kermanshah, Iran. He is currently a lecturer at University of Kurdistan, Sanandaj, Iran. His research focuses on computer assisted language learning (CALL), second language writing and speaking, and research practice in English language teaching. He has published extensively in internationally acclaimed journals, such as Computer Assisted Language Learning, Research Papers in Education, Thinking Skills and Creativity, TESOL Journal, and Issues in Educational Research, and accredited national journals. He has also presented extensively in both international and national conferences. He won the top researcher award at Razi university in 2019.

Jalil Fathi

Jalil Fathi received his Ph.D. degree in applied linguistics from Allameh Tabataba’i University, Tehran, Iran. He is currently an associate professor at University of Kurdistan, Sanandaj, Iran. His areas of interest are Computer Assisted Language Learning (CALL), teacher education, and second language writing. He has published extensively in accredited national journals and authored several papers in internationally acclaimed journals like Computer Assisted Language Learning, System, International Journal of Multilingualism, and Education and Information Technologies. He has also presented extensively in both international and national conferences.