Jungtae KimYonsei University

Daniel CraigSeoul National University

Utilize the VoIP service, Skype (http://skype.com)

Enable users to essentially “broadcast” a conference call.

Up to 100 users

Moderator controls access and speaking privileges.

Great deal of comprehensible input necessary in order to acquire a language (Krashen, 1982).

Lack of comprehensible input available outside of the classroom.

Skypecasts enable learners to listen to natural language usage.

Listen to native and non-native speakers.

Listen from the comfort and safety of their computer.

“The foreign/second language learner’s affective filter is a psychological construct consisting of a set of affective factors which make the learner screen incoming TL information either consciously, or unconsciously” (Laine, 1988, p. 13)

Part of Krashen’s Monitor theory (Krashen, 1982).

Well-established as the construct of anxiety in learning.

Skypecasts enable students to be both anonymous and participate at their own rate. Helps to lower the affective filter in language learners (Peter,

Valkenburg, & Schouten, 2007; Poza, 2005; Yu, 2003; Birnie & Horvath, 2002; MacIntyre & Gardner, 1991; Horwitz, Horwitz, & Cope, 1986).

Formal language learning disassociates language learning from the purpose of communication.

Encouraging authentic communication pairs language and purpose (Snow, Met, & Genesee, 1989).

Skypecasts enable learners to access authentic communication. Broad range of native and non-native speakers Broad range of topics.

Comprehensible Output, which posits that in addition to input, the production of language is necessary (Swain, 1985;1993) .

Skypecasts enable learners to use language when they feel comfortable enough to do so.

https://skypecasts.skype.com/skypecasts/home

Comprehensible Output Learners participate in

natural, authentic communication.

Authentic Interaction Language is authentic

and purposeful.

Affective Filter Anonymity lowers

Affective Filter Interactions are

relatively risk-free No need to produce

the language until ready

Comprehensible Input Learners can listen as long as

they would like, with no requirement for participation.

Multiple speakers, interactions, and topics encourage comprehensible input.

This approach is not equal for all learners.

Low Proficiency Learners Need more structure/scaffolding Listen more than speak Less autonomous

High Proficiency Learners Need less structure/scaffolding Should speak more More autonomous

Language Proficiency

Formal Informal

Low Autonomy

High Autonomy

Discourse analysis of the learners’ speech

Comparison of speech in formal and informal interactions

Comparison between the Skypecasting and classroom instruction groups

Survey and focus group interviews on issues of motivation and affective domains

Thank you very much!Any Questions?

Jungtae Kim (kim.jungtae@gmail.com)Dan Craig (dan@danielcraig.com)

You can find a copy of this presentation athttp://iucall.blogspot.com