FROM DIGITAL REHEARSAL TO FACE-TO-FACE SPEAKING: EFL STUDENTS' PERCEPTIONS OF DIGITAL-MEDIATED INTERACTION AS SITUATED PRACTICE

Zakky Yavani; Muhsiyana Nurul Aisyiyah; Asyrof Bahauddin Mubarok

doi:10.24235/eltecho.v10i1.25719

FROM DIGITAL REHEARSAL TO FACE-TO-FACE SPEAKING: EFL STUDENTS' PERCEPTIONS OF DIGITAL-MEDIATED INTERACTION AS SITUATED PRACTICE

Zakky Yavani^(1*), Muhsiyana Nurul Aisyiyah⁽²⁾, Asyrof Bahauddin Mubarok⁽³⁾,

(1) (SINTA ID: 6644808), IAIN Syekh Nurjati Cirebon
(2) Universitas Islam Negeri Siber Syekh Nurjati Cirebon
(3) uin Siber syekh Nurajti Cirebon
(*) Corresponding Author

Abstract

Use of digital technology in learning English as a Foreign Language (EFL) has altered the way learners interact with language and communication. It is also not clear if confidence built up by learners in digital media is transferable into live, spontaneous speech. This study sought to understand how EFL learners view digital media in creating talking opportunities and in building their confidence when they are willing to communicate, and in preparation for face-to-face, spontaneous talking. An explanatory sequential mixed-methods design was used. In the quantitative phase, a 20-item instrument designed to measure confidence in speaking EFL through the dimensions of multimodality, technology, and knowledge processes was completed by 50 students of the English Language Teaching Department, State Islamic University of Cirebon, and was analyzed descriptively. The qualitative phase involved semi-structured interviews with six students to provide additional clarity to the survey answers. Analysis of the quantitative data revealed mostly positive responses, with multimodal aspects of the instrument receiving the highest mean, and confidence, the lowest. Interviewees said they used social networking sites for language input, and rehearsal with chatbots and exchanging messages for communication practice. AI-assisted systems provided a low-stakes, safe, and repeatable communication environment. Almost all students noted that the digitally-built confidence was lacking when they had to engage in free, oral communication, thereby justifying the low confidence rating. Both data sources came to the same conclusion that digital-mediated interactions functioned the best as a 'work in progress' practice that should complement, not replace, in-person practice. They also concluded that there was a need to deliberately connect the students from digital rehearsal to confident speech

Keywords

Keywords: digital-mediated interaction situated practice speaking confidence willingness to communicate

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References

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DOI: 10.24235/eltecho.v10i1.25719