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Open AccessArticle

Maximizing L2 Speaking Practice through iPads

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Department of Germanic Languages and Literatures, Yale University, William L. Harkness Hall (WLH), 3rd Floor, 100 Wall St, New Haven, CT 06520, USA
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Center for Language Teaching Advancement, Michigan State University, 619 Red Cedar Rd, B135 Wells Hall, East Lansing, MI 48824, USA
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Author to whom correspondence should be addressed.
Academic Editors: Sonia Rocca and Bryan Smith
Languages 2017, 2(2), 6; https://doi.org/10.3390/languages2020006
Received: 28 February 2017 / Revised: 21 April 2017 / Accepted: 21 April 2017 / Published: 3 May 2017
(This article belongs to the Special Issue MOBILizing Language Learning in the 21st Century)
This study investigates the effects of additional out-of-class speaking practice, using a simple iPad application, on students’ overall speaking proficiency, fluency, and syntactic complexity. Students in the experimental and control groups (N = 52) completed an adapted Simulated Oral Proficiency Interview (SOPI) at the end of the semester, which was rated by two independent raters. Results of an independent-samples t-test revealed statistically significant differences between the two groups. The students who had received additional speaking practice on iPads achieved higher SOPI scores than the students in the control group. Two of the seven tasks of the SOPI test were used for the analysis of fluency and complexity. Results did not show any statistically significant differences between the two groups for fluency and complexity. The study suggests that mobile technology can be effectively implemented for beginning language learners to enhance their learning outcomes. View Full-Text
Keywords: oral proficiency; iPads; mobile language learning; fluency oral proficiency; iPads; mobile language learning; fluency
MDPI and ACS Style

Schenker, T.; Kraemer, A. Maximizing L2 Speaking Practice through iPads. Languages 2017, 2, 6.

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