Procedia Social and Behavioral

Procedia - SocialProcedia and Behavioral - Social and Sciences Behavioral 28 (2011) Sciences 50 – 00 53 (2011) 000–000 Sciences www.elsevier.com/locate/procedia

WCETR 2011 The Capabilities of Oovoo and for Language Education

Masoud Hashemi a*, Masoud Azizinezhad b

a Faculty Member,English Department , Toyserkan Branch , Islamic Azad University,Toyserkan , 6581685184,Iran b Faculty Member,English Department , Toyserkan Branch , Islamic Azad University,Toyserkan, 6581685184,Iran

Abstract

Oovoo and Skype are free chat and video communication tools which allow users to send pre-recorded video , chat synchronously with other users, and participate in video conferences with up to three users at a time for free using the internet. With a paid subscription up to six users can simultaneously video conference and you can record the sessions to share with others. Oovoo, similar to Skype, also allows for calls to land- or mobile phones. Using OoVoo and Skype , users can share information, such as uploading links to outside web pages and transferring files, through a chat window. The great advantage of these services is that they are free to use . This makes them an ideal choice to use in many circumstances, especially for long distance or international calling since there are no fees or charges involved. Another benefit of using Skype or Oovoo is that these services can use the internal microphone, speakers, and web camera of a laptop computer, allowing a hands-free call so the user can take notes, chat, or follow internet links. However, use of a headset offers better clarity in many cases. Oovoo and Skype are also innovative ways to practicing a foreign language while minimizing the risk of things going wrong or learners making mistakes in an stress-free environment . It helps language teachers as well as learners to improve their technology literacy and increase their confidence using technology in the classroom. It is an excellent opportunity for shy learners who are not fluent enough to communicate in the new languages . Pioneers of using Skype in the classroom immediately noted the potential for international connections between classrooms and students (Waters, 2008b). This is a natural fit for language educators interested in having cross-cultural exchanges with students using Skype. One Australian educator has used Skype for inter-school debates (Smethurst, 2009). This may be of interest to language teachers, as it is noted that activities such as debates and speech competitions in the target language are on the rise (Eaton, 2010a). © 2011 Published by Elsevier Ltd.

Keywords: Oovoo, Skype, Language Education;

1. Introduction

1 . 1 Computer-Mediated Communication (CMC)and education Computer communications will open a window of the classroom to the wider world. Young (2003) reported on an attempt to integrate computer-assisted language learning into a vocational high school in Taiwan. He proposed that CMC would make learning English more socially interactive and reduce students‘ affective filters. Twenty-nine third-year students used chat rooms, email, websites and online discussions groups to complete assignments and interact with their classmates and teacher (p.450). The use of the internet did appear to motivate students and reduce their anxiety over language production, but it did not produce the linguistic improvements that were expected. No gain could be found in either the students‘ writing proficiency or grammatical accuracy. Young warns that although the use of CMC is the current vogue in language education, schools shouldn‘t jump on the bandwagon without proper preparation and pedagogical consideration: ―The integration of the Internet could provide an exciting and significant alternative teaching and learning approach to enhance language acquisition, but the Internet itself is not necessarily a substitute for ESL education (2003, p. 460). Simply plugging students into the

1877-0428 © 2011 Published by Elsevier Ltd. ‖ doi:10.1016/j.sbspro.2011.11.010 MasoudMasoud Hashemi Hashemi and - Masoud Masoud Azizinezhad Azizinezhad / /Procedia Procedia – - Social Social and and Behavioral Behavioral Sciences Sciences 00 28 ( (2011)2011) 000 50 –000 53 51 internet isn‘t enough. We have to carefully consider how and why we use CMC in the EFL classroom. Xiao and Yang point out an inherent problem in teaching EFL: ―Students in an EFL setting, such as, China, never have enough English native speakers to practice their English (2005, p. 882). Their solution was the use of web conferences which can offer EFL students the chance for interaction with native speakers of English. This quantitative study is interesting because it compares CMC to‖ face-to-face interaction. Their experimental group was composed of 10 pairs of Chinese and American students who used the web conferencing program Yahoo Messenger to complete assigned tasks online. The control group consisted of 10 pairs of Chinese and Chinese students who attempted the same tasks face-to-face in China. This study tested options open to most EFL students: oral interaction with their peers or the use of CMC to connect with native speakers of English.The results of the study of Xiao‘s doctoral dissertation (2007), show that CMC involving native speaking students was superior to face-to-face interaction with nonnative peers in two regards: significantly improved fluency for the experimental group, and, to a lesser degree, improved accuracy. No statistically significant improvement in complexity was observed between the two groups. It also demonstrates that CMC offers superior chances for interaction and improvement to students in an EFL setting where native speakers are few and far between.

1 .2 The Capabilities of Ovoo and Skype Today , millions of users are enjoying Skype and Oovoo not only as a cultural and technical phenomenon. They free, peer-to-peer software application developed by Kazaa . The are means to bypass often pricey, traditional phone services and offer a combination of free and extremely inexpensive phone options. Skype and Oovoo are more like one of the many free "softphone" services that have preceded it than a traditional VoIP, providing free calling to any other user in the world. Both contains an IM () application similar to services such as AIM or Yahoo! Messenger. In fact, you can even use Skype's IM features to do an IM chat with another Skype member- without even dialing their number.Other features include the familiar "buddy lists" (called Contacts) that allow you to see who's connected, available, away, etc. and you also have the text chat and file transfer capabilities found in other IM programs. Getting connected with Skype or Oovoo is quite an easy task. All you need do is go to the their sites, download and run the installer, register, then find other users and start talking. Calls to other Skype or Oovoo users are free. They also offers a computer-to-land-line service for both local and international calls, as a fee-based service. Similar to needing an e-mail address to send e-mails, a Skype or Oovoo account is required in order to make and receive calls. Users choose a user name, which remains with them for as long as the account is active. It is reported that in first half of 2010, Skype had 124 million users who placed 95 billion calls, of which approximately 40% were video calls (Melanson, 2010). Educators have been incorporating Skype and later on Oovoo into their classrooms for a number of years now (Davis, 2006; Mirtschin, 2008; Smith, 2009a, 2009b; Stephenson, 2009; Waters, 2008a).Pioneers of using Skype and Oovoo in the classroom immediately noted the potential for international connections between classrooms and students (Waters, 2008b). This is a great tool for language educators interested in having cross-cultural exchanges with students. One Australian educator has used Skype for inter-school debates (Smethurst, 2009). This may be of interest to language teachers, as it is noted that activities such as debates and speech competitions in the target language are on the rise (Eaton, 2010a).

1 . 3 Internet telephony as an educational tool Each user has a personal presentation screen. Customized and personal. No need to lean or squint the eyes to see better what is on a distant projection screen. Focus (if allowed and wanted) can be total. Participant, presenter and the content showcased can drive complete attention and focus. Much unlike what happens at the meeting. In both places the skill of communicating and presenting information effectively is an asset that comes before technology. If you are good at it, technology can boost your talent. Total privacy. While you are attending the communication you have almost total and complete privacy. You can dress as you like, sit as you like, drink and if you like even smoke throughout. That's quite some freedom. Orderliness. Though this maybe a consequence of us not being navigated with these technologies, or maybe because these tools are still a tad difficult to use, but fact is that during online meeting things can be much more orderly.

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Audio quality. You can see and ear each one of the meeting attendees with equal good quality. There are no close or distant ones, and the typical issue of not being able to hear those that speak low or who are on the opposite end of the meeting table vanishes altogether. Everyone is sitting on the chair next to yours. Artifacts generation. The richness of artifacts that can be generated in an online meeting seem to be much richer, textured and re-usable than our traditional minutes. The fact that the meeting generates a full text chat transcript, audio recording, all ready to be re-used and shared in their native digital format, provides all of the participants with a much richer set of content tools than normally available. Multiple and parallel communication channels. In a virtual meeting you can exchange valuable references with a colleague while the presenter is answering an issue to a colleague on which you have no interest. The moderator can distribute files or submit private suggestions to any of the other participants without anyone else being distracted by it. Identification. While at some physical meetings there are always people you don't know, have not met before, and whose name you don't know, at virtual meetings you can easily see everyone's name, photo and personal bio in just one click. You can also, as pointed out above, contact directly and privately the person and exchange with her without disrupting the flow of the meeting. Time extension. It is easy to spin off a subgroup into a dedicated email discussion list, YahooGroup or blogspace. From the event new channels can more easily be opened and initiated. Right from the virtual meeting those new channels can be started and used to maintain ongoing discussions on key issues. Spontaneity. When you are talking on the phone with a student or colleague, you share the document, site, or application we're discussing. A face-face meeting always involves some sort of logistics and traveling, unless you are sitting right next to each other.

2 . Conclusion

Skype and Oovoo are excellent educational tools for ESL/EFL educators who are tentative about using more sophisticated learning technologies. Their advanced features such as screen sharing, file transfer and instant messaging make this VOIP technology appropriate as a teaching tool, in addition to a personal communication tool. In the ESL/EFL classroom, they can be used to provide a variety of authentic learning experiences to students, including an interview with an author or other native English speaker, or an international collaborative projects with other classrooms.There are many advantages to web conference lessons for both students and teachers. Students have more chances to use English for real communication and their motivation to study becomes stronger. They speak more English even though their teachers do not force them because web conferencing is enjoyable to them. Teachers can also learn a lot from authentic communications with native speakers of English. Second language learners and educators can talk to people all over the world even though they are sitting in their usual classroom. Web conference lessons increase student motivation to study English significantly. Yang and Chang (2008) studied college students who used Skype to interact with peers in Taiwan. The research focused on differences between free, unstructured interaction using CMC, and structured CMC focusing on language use. Students in the structured group, the experimental group, used the internet telephone service to talk with their classmates, do role-plays, and discuss topics related to their class. Students in the unstructured, or control group, talked with their classmates online but without any special language focus. After a semester of the extra, focused oral practice, no difference in oral skills was observed between the two groups. The authors attribute this to the students‘ similar abilities and the lack of native speaker or highly proficient Chinese interlocutors (p.4). Peer-work using Skype, whether structured or unstructured, didn‘t appear to be highly effective for improving oral skills. There are many advantages to web conference lessons for both students and teachers. Students have more chances to use English for real communication and their motivation to study becomes stronger. They speak more English even though their teachers do not force them because web conferencing is enjoyable to them. Teachers can also learn a lot from authentic communications with native speakers of English. With an internet-connected computer, web conference lessons can be introduced into most classroom settings. Second language learners and educators can talk to people all over the world even though they are sitting in their usual classroom. Through our experience, we have found that web conference lessons significantly increase student motivation to study English. We would like to see more studies in the future, with larger numbers of students, so the benefits of

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CMC can be examined quantitatively. We expect that more research will be done on it in the future as more teachers incorporate CMC into their English language classes, connecting their classrooms to the world. Acknowledgements The writers would like to express their gratitude to Dr. Saeed Jameh Bozorgi , the dean of the Islamic Azad University , Toyserkan Branch for his support and valuable insights .

References

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