在亞洲英文為外國語言(EFL)教學面臨了許多挑戰，因為多元文化和環境因素，諸如缺乏互動對話的環境、重視測驗分數和外語焦慮。本研究進行一個英文為外語教學的課程，藉由整合角色扮演教學策略、Facebook(社群軟體)和Skype(網路語音通訊軟體)作為學習環境，來促進英文寫作與口語技巧能力，並觀察學習成效與口說錯誤行為。本研究計劃由兩個子研究組成。在研究一，我們目標是在研究應用Facebook和Skype及結合角色扮演教學策略作為強化英文為外國語言學習者的口語和寫作技巧方法之效果。這研究由42位受試者組成，他們都選修了在臺灣一所商業大學的英語會話課程，我們將進行學習成效分析、相關分析和學習過程的質性內容分析，並且將會探索和討論學習者是否提升他們的口語和/或寫作技能。
在研究一，我們主要聚焦在學習者的英文口語和寫作成效，但沒有對不同類型的口說錯誤類別進行深度分析。因此在研究二，我們將整合角色扮演教學策略和Skype來確認其對於學習者在英文口語進步上的影響，本實驗將對52位在相同的大學，已選修英語會話課程的英文為外國語言學習者進行研究。這些學習者們將會被隨機且均等分配在實驗組或控制組裡，此研究嘗試找出是否學習者在Skype的學習環境裡會比面對面(face-to-face)的環境裡提升他們口語表達能力，及減少口說錯誤的次數。實驗組將透過Skype進行線上口語討論活動，而控制組要在面對面的環境進行口語討論，本研究將在這兩種環境中分別逐字記錄所有學習者口語討論的內容，並編碼分析每個句子裡所出現的口說錯誤，也將探索學習者是否在Skype的學習環境或面對面學習環境裡會降低其口說錯誤的次數和提升口語表達能力。

English as a foreign language (EFL) instruction faces many challenges in Asia because of many cultural and environmental factors, such as the lack of interactive speaking environments, emphasis placed on test scores, and foreign language anxiety. The purpose of this research is to conduct an EFL instructional course by integrating Facebook (social network service) and Skype (voice over IP) as learning environment through which learners perform role-playing based learning activities and to observe the effects of the course on the challenges mentioned above. This research proposal consists of two sub-studies. In the study 1, we aimed to investigate the effectiveness of applying the role-playing instructional strategy to Facebook and Skype as a means to enhance learners’ speaking and writing skills in an EFL class. This study consisted of 42 participants who enrolled in an English conversation course in a business university in Taiwan. We conducted a learning performance analysis, correlation analysis, and qualitative content analysis of learning process, and explored and discussed whether the learners improved their speaking and/or writing skills.
In study 1, we mainly focused on learners’ speaking and writing performance and did not have an in-depth analysis of different type of speaking error category. Therefore, in study 2, we integrated role-playing and Skype to determine their impacts on the learners’ English speaking improvement. This experiment conducted on 52 young adult EFL learners registered in an English conversation course in the same university. These learners were randomly and equally assigned into the experimental or the control group. The research tried to find out whether the learners in the Skype learning environment outperform the learners in the face-to-face environment in terms of the occurrence of speaking errors in their oral productions. The experimental group undertook the tasks via Skype and the control group perform the tasks in a face-to-face environment. Verbatim data from the learners’ recorded utterances in two environments were analyzed. This study explored whether learners in the Skype learning environment and the face-to-face environment reduced their speaking errors and improve their oral performance.

References
 
Aragon, S. R., Johnson, S. D., & Shaik, N. (2002). The influence of learning style preferences on student success in online versus face-to-face environments. The American Journal of Distance Education, 16(4), 227-243.

Abrams, Z. I. (2003). The effect of synchronous and asynchronous CMC on oral performance in German. The Modern Language Journal, 87(2), 157-167.

AbuSeileek, A. F. (2007). Cooperative vs. individual learning of oral skills in a CALL environment. Computer Assisted Language Learning, 20(5), 493-514.

AbuSeileek, A. F., & Qatawneh, K. (2013). Effects of synchronous and asynchronous computer-mediated communication (CMC) oral conversations on English language learners' discourse functions. Computers & Education, 62, 181-190.

Aliakbari, M., & Jamalvandi, B. (2010). The impact of ‘Role Play’ on fostering EFL learners’ speaking ability: a task-based approach. Pan-Pacific Association of Applied Linguistics, 14(1), 15-29.

Al-Shehri, S. (2011). Context in our pockets: Mobile phones and social networking as tools of contextualising language learning. In mLearn 2011 Conference Proceedings, Beijing (pp. 278-286).

Alsulami, S. (2016). The Effects of Technology on Learning English as a Foreign Language Among Female EFL Students at Effatt College: An Exploratory Study. Studies in Literature and Language, 12(4), 1-16.

Alwi, N. A. N. M., Adams, R., & Newton, J. (2012). Writing to learn via text chat: Task implementation and focus on form. Journal of Second Language Writing, 21, 23-39.

Baker, J., & Westrup, H. (2003). Essential speaking skills. A&C Black.

Baralt, M., & Gurzynski-Weiss, L. (2011). Comparing learners’ state anxiety during task-based interaction in computer-mediated and face-to-face communication. Language Teaching Research, 15(2), 201-229.

Banados, E. (2006). A blended-learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment. CALICO Journal, 23(3), 533-550.

Batstone, R. (Ed.). (2010). Sociocognitive perspectives on language use and language learning. 3-23. Oxford: Oxford University Press.

Beer, D., & Burrows, R. (2007). Sociology and, of and in Web 2.0: Some initial considerations. Sociological research online, 12(5), 17.

Bikowski, D., & Kessler, G. (2002). Making the most of discussion boards in ESL classrooms. TESOL Journal, 11(3), 27-30.

Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4(1), 120-136.

Blake, R. (2008). Distance learning for second and foreign language teaching. In: van Deusen-Scholl, N. & Hornberger, N. H. (eds.), Encyclopedia of language and education (Vol.4, pp. 365-376). New York: Springer.

Boyd, D., & Ellison, N. (2010). Social network sites: definition, history, and scholarship. IEEE Engineering Management Review, 3(38), 16-31.

Brooks, F. B., Donato, R., & McGlone, J. V. (1997). When are they going to say “It”right? Understanding learner talk during pair-work activity. Foreign Language Annals, 30(4), 524–541.

Brown, G., & Yule, G. (1983). Teaching the spoken language (Vol. 2). Cambridge University Press.

Brown, H. D. (2000). Principals of language learning and teaching (4th ed.). New York: Longman

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.

Bueno Alastuey, M. C. (2011). Perceived benefits and drawbacks of synchronous voice-based computer-mediated communication in the foreign language classroom. Computer Assisted Language Learning, 24(5), 419-432.

Busch, D. (1982). Introversion-extraversion and the EFL proficiency on Japanese students. Language Learning, 32(1), 109–132.

Cardoso, T., & Matos, F. (2012). Learning Foreign Languages in the Twenty-First Century: An Innovating Teletandem Experiment Through Skype. In Media in Education, 87-95. Springer New York.

Cassady, J. C. (2010). Anxiety in schools: The causes, consequences, and solutions for academic anxieties (Vol. 2). Peter Lang.

Chantra, A. (2011). Using Skype interactive book talks to support literacy learning in young children?. Education Masters, 46. Retrieved January 31, 2017, from http://fisherpub.sjfc.edu/education_ETD_masters/46

Chen, H. C. (1998). A contrastive analysis of the language errors made by the Chinese students of English as a second/foreign language. Journal of Wu-Feng Applied Linguistics, 6, 224-237.

Chen, H. J. (2011). Developing and evaluating an oral skills training website supported by automatic speech recognition technology. ReCALL, 23(1), 59–78.

Chen, L. (2006). The effect of the use of L1 in a multimidia tutorial on grammar learning: an error analysis of Taiwanese beginning EFL learners’ English essays. The Asian EFL Journal Quarterly, 8(2), 76-110

Chenoweth, N. A., Ushida, E., & Murday, K. (2006). Student learning in hybrid French and Spanish courses: an overview of Language Online. CALICO Journal, 24(1), 285-314.

Chien, L. D., Muthitacharoen, A. M., & Frolick, M. N. (2003). Investigating the use of role play training to improve the communication skills of IS professionals: Some empirical evidence. Journal of Computer Information Systems, 43(3), 67-74.

Cheon, H. (2003). The viability of computer mediated communication in the Korean secondary EFL classroom. Asian EFL Journal, 5(1), 1738-1460.

Chu, H. N. R. (2008). Shyness and EFL learning in Taiwan: A study of shy and non-shy college students' use of strategies, foreign language anxiety, motivation, and willingness to communicate. Doctoral Dissertation, the University of Texas at Austin.

Cloete, S., De Villiers, C., & Roodt, S. (2009). Facebook as an academic tool for ICT lecturers. Research presented at the annual meeting of SACLA. Eastern Cape, South Africa. Retrieved from http://www.academia.edu/849759/Facebook_as_an_academic_tool_for_ICT_lecturers

Coll-García, J. F., & Linser, R. (2006). Web-Based Role-Play Simulations and Foreign Language Learning: An Attitudinal Survey. EUROCALL 2006, Integrating CALL into Study Programmes.

Crystal, D. (2003). English as Global Language, Second Edition, Cambridge University Press.

Dagneaux, E., Denness, S., & Granger, S. (1998). Computer-aided error analysis. System, 26(2), 163-174.

Darus, S., & Subramaniam, K. (2009). Error analysis of the written English essays of secondary school students in Malaysia: A case study. European Journal of Social Sciences, 8(3), 483-495.

Deneme, S. (2011). A lesson model for enhancing motivation in EFL writing classes. Theory and Practice in Language Studies, 1(7), 785-788.

Digital Company Statistics. (2016). By the numbers: 24 amazing Skype statistics and facts. Retrieved from http://expandedramblings.com/index.php/skype-statistics/

Doughty, C. J. and Long, M. H. (2003) ‘Optimal Psycholinguistic Environments for distance Foreign Language Learning’, Language Learning & Technology, Vol. 7, No. 3, pp.50-80.

Dussias, P. E., & Cramer, T. R. (2006). The role of L1 verb bias on L2 sentence parsing. In Proceedings of the 30th annual Boston university conference on language development (Vol. 1, pp. 166-177).

Eaton, S. E. (2010). How to use Skype in the ESL/EFL classroom. The Internet TESL Journal, 16(11).

Elia, A. (2006). Language learning in tandem via Skype. The Reading Matrix: An International Online Journal, 6(3), 269-280.

Ellis, R. (2003). Second language acquisition. Oxford: Oxford University Press.

Erten, I. H., & Altay, M. (2009). The effects of task-based group activities on students’ collaborative behaviours in EFL speaking classes. Journal of theory and practice in Education, 5(1), 33-52.

Eskey, D. E. (1983). Meanwhile, Back in the Real world . . .: Accuracy and Fluency
in Second Language Teaching. TESOL Quarterly, 17(2), 315-323.

Ferris, D. R. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.): Feedback in second language writing: Contexts and issues (pp. 81-104). Cambridge University Press, Cambridge, UK.

Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes. How explicit does it need to be? Journal of Second Language Writing, 10, 161-184.

Gánem Gutiérrez, A. G. (2003). Beyond interaction: the study of collaborative activity in computer- mediated tasks. ReCALL, 15(1), 94–112.

Garrett, M. F. (1975). The analysis of sentence production. Psychology of learning and motivation, 9, 133-177.

Gleason, J., & Suvorov, R. (2012). Learner Perceptions of Asynchronous Oral Computer-mediated Communication: Proficiency and Second Langauge Selves. The Canadian Journal of Applied Linguistics, 15(1), 100.

Godwin-Jones, R. (2007). Digital video update: YouTube, flash, high-definition. Language Learning & Technology, 11(1), 16-21.

Godwin-Jones, R. (2008). Web-writing 2.0: Enabling, documenting, and assessing writing online. Language Learning & Technology, 12(2), 7-13.

Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105.

Gorjian, B., Moosavinia, S. R., Kavari, K. E., Asgari, P., & Hydarei, A. (2011). The impact of asynchronous computer-assisted language learning approaches on English as a foreign language high and low achievers' vocabulary retention and recall. Computer Assisted Language Learning, 24(5), 383-391.

Gruban, I. (2016). E-learning in primary English. Doctoral dissertation, Faculty of Education, University of Zagreb.

Guth, S., & Marini-Maio, N. (2010). Close encounters of a new kind: The use of Skype and Wiki in telecollaboration. Telecollaboration, 2, 413-426.

Hadley, O. A. (1992). Teaching Language in Context. Heinle & Heinle, Boston.

Hamada, M. (2013). E-learning: New technology, applications and future trends. Nova Science Publishers, Inc.

Hamrouni, N. (2010). Structure and Processing in Tunisian Arabic: Speech Error Data.

Hiew, W. (2012). English language teaching and learning issues in Malaysia: learners’ perceptions via Facebook dialogue journal. Researchers World, 3(1), 11.

Higgins, J. (1995). Computers and English language learning. London: Intellect Ltd.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125-132.

Hou, H. T. (2011). A case study of online instructional collaborative discussion activities for problem-solving using situated scenarios: an examination of content and behavior cluster analysis. Computer & Education, 56(3), 712-719.

Hou, H. T. (2012). Analyzing the Learning Process of an Online Role-Playing Discussion Activity. Educational Technology & Society, 15(1), 211-222.

Hussein, N. O., & Elttayef, A. I. (2016). The Impact of Utilizing Skype as a Social Tool Network Community on Developing English Major Students' Discourse Competence in the English Language Syllables. Journal of Education and Practice, 7(11), 29-33.

IELTS band scores (2012). Retrieved from http://www.ielts.org/institutions/test_format_and_results/ielts_band_scores.aspx

Jafarian, K., Soori, A., & Kafipour, R. (2012). The effect of computer assisted language learning (CALL) on EFL high school students’ writing achievement. European Journal of Social Sciences, 27(2), 138-148.

Jauregi, K., & Bañados, E. (2008). Virtual interaction through video-web communication: A step towards enriching and internationalizing language learning programs. ReCALL, 20(2), 183-207.

Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: an online environment for learning of English in institutions of higher education? Internet and Higher Education, 13(4), 179-187.

Kao, C. C. (1999). An Investigation into lexical, grammatical, and semantic errors in English compositions of college students in Taiwan. Fu Hsing Kang Journal, 67, 1-32.

Kern, R. G. (1995). Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. The Modern language journal, 79(4), 457-476.

Kessler, G. (2010). Fluency and anxiety in self-access speaking tasks: the influence of environment. Computer Assisted Language Learning, 23(4), 361-375.

Kormos, J., & Csizér, K. (2007). An interview study of inter-cultural contact and its role in language learning in a foreign language environment. System, 35(2), 241-258.

Kraemer, A. (2008). Formats of distance learning. In: Goertler, S. & Winke, P. (eds.), Opening doors through distance language education: principles, perspectives, and practices (pp. 11-42). CALICO Monograph Series. San Marcos, TX: Computer Assisted Language Instruction Consortium (CALICO).

Ladousse, G. P. (1987). Role Play. Oxford University Press, Oxford.

Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335.

Lamy, M., & Hampel, R. (2007). Online communication in language learning and teaching. Springer.

Larsen-Freeman, D., & Anderson, M. (2011). Techniques & Principles in Language Teaching. Oxford University Press, Oxford.

Lee, L. (2002). Enhancing Learners' Communication Skills through Synchronous Electronic Interaction and Task‐Based Instruction. Foreign Language Annals, 35(1), 16-24.

Lee. E.P. (2001). Error analysis on medical students’ writing. Retrieved from http://www.stc.arts.chula.ac.th/itua/papers_for_itua_proceedings/eunpyo-new.pdf

Levy, M. (2009). Technologies in use for second language learning. The Modern Language Journal, 93(s1), 769-782.

Li, Y. H. (2001). College English: integrated course 1 students’ book. Shanghai: Shanghai Foreign Language Education Press.

Lin, S. (2002). A case study of English writing competence of students at the Mei Ho Institute of Technology. Journal of Mei Ho Institute of Technology, 20, 180-206

Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86.

Luchini, P. L. (2004). Developing oral skills by combining fluency-with accuracy-focused tasks: a case study in China. Asian EFL Journal, 6(4). Retrieved from http://www.asian-efljournal.com/december_04_PL.html

Lyster, R. (1998). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language learning, 48(2), 183-218.

MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language learning, 41(4), 513-534.

MacIntyre, P. D., & Gardner, R. C. (1994). The subtlen effects of language anxiety on cognitive processingnin the second language. Language Learning, 44(2), 283-305.

Madge, C., Meek, J., Wellens, J., & Hooley, T. (2009). Facebook, social integration and informal learning at University: ‘It is more for socializing and talking to friends about work than for actually doing work’. Learning, Media and Technology, 34(2), 141-155.

Marín Ortiz, A. (2015). Analyzing Students’ Perceptions Towards Using Technology in EFL. University of Veracruz, Mexico.

Matsuoka, R. (2008). Communication Apprehension Among Japanese College Students. Journal of Pan-Pacific Association of Applied Linguistics, 12(2), 37-48.

Mayora, C. A. (2009). Using YouTube to encourage authentic writing in EFL classrooms. TESL Reporter, 42(1), 1-12.

McCroskey, J. C. (1977). Oral communication apprehension: a summary of recent theory and research. Human Communication Research, 4(1), 78-96.

Morton, H., Davidson, N., & Jack, M. A. (2008). Evaluation of a speech-interactive CALL system. In: Zhang, F. and Barber, B. (eds.), Handbook of research on computer-enhanced language acquisition and learning (pp. 220-240). Hershey, PA: Idea Group Publishing.

Nagata, N. (1993). Intelligent computer feedback for second language instruction. The Modern Language Journal, 77(3), 330-339.

Nagel, L., & Kotzé, T. G. (2010). Supersizing e-learning: What a CoI survey reveals about teaching presence in a large online class. The Internet and Higher Education, 13(1), 45-51.

Nunan, D. (2001). Second language teaching and learning. Boston: Heinle & Heinle.

Ockert, D. (2015). Increases in Japanese EFL Learners' Motivation, International Posture, and Interest in Foreign Language Activities after Skype Exchanges. Digital Culture & Education, 7(2).

Okuyama, Y. (2005). Distance language learning via synchronous computer-mediated communication (SCMC): Eight factors affecting NS-NNS chat interaction. The JALT CALL Journal, 1(2), 3-20.

Olasehinde, M. O. (2002). Error analysis and remedial pedagogy. In Babatunde S. T. and D. S. Adeyanju (eds.). Language, meaning and society. Ilorin: Itaytee Press and Publishing Co., Nigeria.

Omar, H., Embi M. A., & Yunus M. Md. (2012). Learners’ Use of Communication Strategies in an Online Discussion via Facebook. Procedia - Social and Behavioral Sciences, 64, 535-544.

Otoshi, J. (2005). An analysis of the use of Criterion in a writing classroom in Japan. The JALT CALL Journal, 1(1), 30-38.

Payne, J. S., & Ross, B. M. (2005). Synchronous CMC, working memory, and L2 oral proficiency development. Language Learning & Technology, 9(3), 35-54.

Payne, J. S., & Whitney, P. J. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. Calico Journal, 7-32.

Peacock, M., & Ho, B. (2003). Student language learning strategies across eight disciplines. International Journal of Applied Linguistics, 13(2), 179-200.

Pekrun, R. (2014). Emotions and Learning: Educational Practices Series-24. International Bureau of Education, IBE. Retrieved from http://www.ibe.unesco.org/fileadmin/user_upload/Publications/Educational_Practices/EdPractices_24eng.pdf

Pellettieri, J. (2000). Negotiation in cyberspace: The role of chatting in the development of grammatical competence. Network-based language teaching: Concepts and practice, 59, 86.

Pong, K. H. (2010). Learners’ Anxieties on Posting Their Own Speeches on Youtube. com: Facilitative or Debilitative?. In Selected Papers from the Third Conference on College English: College English Issues and Trends, 3, 73-100.

Pun, M. (2014). The use of multimedia technology in english language teaching: a global perspective. Crossing the Border: International Journal of Interdisciplinary Studies, 1(1), 29-38.

Проценко, К. О. (2010). Web-based constructivist teaching academic writing. Modern approaches and innovations in teaching foreign languages, 166.

Razak, N. A., Saeed, M., & Ahmad, Z. (2013). Adopting social networking sites (SNSs) as interactive communities among English foreign language (EFL) learners in writing: Opportunities and challenges. English Language Teaching, 6(11), 187.

Richards, J. C. (1999). Addressing the grammar gap in task work. In: Richards, J. C. and Renandya, W. A. (eds.), Methodology in language teaching: An anthology of current practice (pp. 153-166). Cambridge: Cambridge University Press.

Sanders, R. F. (2005). Redesigning introductory Spanish: increased enrollment, online management, cost reduction, and effects on student learning. Foreign Language Annals, 38(4), 523-532.

Satar, H. M., & Özdener, N. (2008). The effects of synchronous CMC on speaking proficiency and anxiety: text versus voice chat. Modern Language Journal, 92(4), 595-613.

Schcolnik, M., & Kol, S. (1999). Using presentation software to enhance language learning. The Internet TESL Journal, 5(3). Retrieved from http://iteslj.org/Articles/Schcolnik-Presentation.html

Selwyn, N. (2009). Faceworking: exploring students' education-related use of Facebook. Learning, Media & Technology, 34(2), 157-174.

Shaw, M. E., Corsini, R. J., Blake, R. R., & Mouton, J. S. (1980). Role Playing: A Practical Manual for Group Facilitators. University Associates Inc.

Shen, L., & Suwanthep, J. (2011). E-learning constructive role plays for EFL learners in China’s tertiary education. Asian EFL Journal, 54(1), 4-29.

Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829-845.

Sotillo, S. M. (2000). Discourse functions and syntactic complexity in synchronous and asynchronous communication. Language learning & technology, 4(1), 82-119.

Strambi, A., & Bouvet, E. (2003). Flexibility and interaction at a distance: a mixed-mode environment for language learning. Language Learning & Technology, 7(3), 81-102.

Sun, Y.C. (2009). Voice blog: An exploratory study of language learning. Language Learning and Technology, 13(2), 88–103.

Sun, Y. C., & Yang, F. Y. (2015). I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202-219.

Sun. X. H. (2014). Ungrammatical Patterns in Chinese EFL Learners’ Free Writing. Canadian Center of Science and Education, l7(3), 176. Retrieved Feburary 21, 2016, from http://www.ccsenet.org/journal/index.php/elt/article/viewFile/34251/19573

Suthiwartnarueput, T., & Wasanasomsithi, P. (2012). Effects of using Facebook as a medium for discussions of English grammar and writing of low-intermediate EFL students. Electronic Journal of Foreign Language Teaching, 9(2), 194-214.

Swain, M. (1997). Collaborative dialogue: its contribution to second language learning. Revista Canaria de Estudios Ingleses, 34, 115-132.

Tian, J., & Wang, Y. (2010). Taking language learning outside the classroom: learners' perspectives of eTandem learning via Skype. Innovation in Language Learning and Teaching, 4(3), 181-197.

Thornbury, S. (2005). How to teach speaking. Harlow, England: Longman.

Tsukamoto, M., Nuspliger, B., & Senzaki, Y. (2009). Using Skype© to connect a classroom to the world: Providing students an authentic language experience within the classroom. In CamTESOL conference on English language teaching: selected papers 5, 162-168.

Vaseki, A. (2013). Learning a foreign language: A quick guide to understanding Spanish, French and German foreign language training, special conjugations training, verbs for training, syllables and how to learn foreign languages with training toys. Kobo Edition (eBook). Clinton Gilkie.

Vrabcová, D. (2015). Teachers’ and Teacher Educators’ Attitudes to Educational Changes: An Insight to the Czech Educational System. Procedia – Social and Behavioral Sciences, 171, 472-481.

Vygotsky, L. S. (1978). Mind and society: the development of higher mental processes. Cambridge, MA: Harvard University Press.

Wang, C.H. (2005). Questioning skills facilitate online synchronous discussions. Journal of Computer Assisted Learning, 21(4), 303–313.

Wang, J., Berger, C., & Szilas, N. (2012). Pedagogical Design of an eTandem Chinese-French Writing Course. J. UCS, 18(3), 393-409.

Waniek-Klimczak, E., Majer, J., & Pawlak, M. (2011). Speaking and Instructed Foreign Language Acquisition (Second Language Acquisition). UK: Multilingual Matters.

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language teaching, 31(02), 57-71.

Warschauer, M., & Kern, R. (Eds.). (2000). Network-based language teaching: Concepts and practice. Cambridge university press.

Yancey, K. B. (2009). Writing in the 21st Century. National Council of Teachers of English.

Yang, Y. T. C., & Chang, L. Y. (2007). No improvement-reflections and suggestions on the use of Skype to enhance college students’ oral English proficiency. British Journal of Educational Technology, 39(4), 721-725.

Yang, L., Ma, A.P. and Cao, Y. (2013). Lexical negative transfer analysis and pedagogic suggestions of native language in Chinese EFL writing. 2013 Conference on Education Technology and Management Science (ICETMS 2013), Atlantis Press. Retrieved February 23, 2017, from: http://www.atlantis-press.com/php/pub.php?publication=icetms-13.

Yanguas, Í. (2010). Oral computer-mediated interaction between L2 learners: It’s about time. Language Learning & Technology, 14(3), 72-93.

Yoon, S. Y., Hasegawa-Johnson, M., & Sproat, R. (2010). Landmark-based automated pronunciation error detection. In Interspeech (pp. 614-617).

Yunus, M. M., Salehi, H., Sun, C. H., Yen, J. Y. P., & Li, L. K. S. (2011). Using Facebook groups in teaching ESL writing. Recent Researches in Chemistry, Biology, Environment and Culture, 75(1), 75-80.