抄録
Despite the increasing use of technology-mediated instruction in EFL teaching, there is a lack of empirical studies on how specific teaching modalities of online platforms affect learning outcomes. This paper investigates the impact of utilizing text-audio and text-video online modalities on technology-mediated EFL speaking instruction at a Japanese university. A quasi-experimental between-subjects design was utilized with two groups of Japanese participants that were taught by the same instructor over a 15-week semester. A group of 25 participants used online text-audio materials, whereas another group of 25 participants used online text-video materials. Data were collected through two oral examinations, a questionnaire on learning attitudes, and semi-structured interviews. This approach enabled the integration of both quantitative and qualitative data through triangulation. The quantitative results demonstrated that the speaking abilities and learning attitudes of the learners were enhanced by the utilization of both text-audio and text-video learning modalities. Nevertheless, there were no notable differences observed between the two groups regarding both their speaking proficiency and their attitudes towards learning. The qualitative findings about learning experiences indicated that students in both groups showed a favorable disposition towards participating in technology mediated EFL speaking instruction in order to improve their EFL speaking abilities.
https://ror.org/04kjpwa96 
