Learner Perceptions of Asynchronous Oral Computer-mediated Communication: Proficiency and Second Langauge Selves

The present study addresses the perceptions of international teaching assistants regarding the role of language learning tasks using Wimba Voice (WV) in aiding the improvement of their second language (L2) oral skills. It specifically examines how this asynchronous computer-mediated communication (CMC) technology can foster the development of these learners' L2 selves. According to Dörnyei (2009), the more clearly learners can envision their future L2 selves, the more motivated they will be to achieve their L2 goals. With increased planning of oral production, access to instructor and peer feedback, and additional opportunities for self-reflection, asynchronous CMC technologies have been found to enable L2 learners to express their thoughts at their own pace and feel more relaxed and confident than in more threatening face-to-face situations (Sun, 2009). The findings suggest that learners have a variety of opinions regarding the role of asynchronous WV tasks in motivating them to develop their L2 oral proficiency. Also, many may prefer oral CMC environments that facilitate interaction and meaning negotiation. Results were inconclusive concerning the effect of WV-based tasks on students' perceptions of their future L2 selves; however, this may have been due to the short time frame in which these activities were employed. [PUBLICATION ABSTRACT]