The Effect of Asynchronous Computer-Mediated Condition on L2 Learners Monologue Speaking Ability, Speaking Apprehension, L2 Self-Confidence, and Willingness to Communicate

This study was conducted to examine the effect of asynchronous computermediatedcondition on L2 learners speaking ability, speaking apprehension, L2self-confidence, and willingness to communicate. The participants of this studyincluded 40 intermediate undergraduate students of English language teaching at anIranian university. The participants were assigned to two experimental(asynchronous computer-mediated) and control (face-to-face) conditions randomly.In the experimental group, the participants practiced speaking in an asynchronousonline environment, and in the control group, the students spent a part of their classtime accomplishing monologue tasks. Using questionnaires, the participants speaking ability, speaking apprehension, L2 self-confidence, and willingness tocommunicate were measured at the beginning and at the end of the term. Thefindings showed that the monologue speaking ability mean score of those in thecomputer-mediated group improved significantly more than that of the face-to-facegroup. Another finding of this study was the superiority of the computer-mediatedcondition with regard to the participants speaking self-confidence, speakingapprehension, and willingness to communicate. Overall, the results suggest thatasynchronous computer-mediated condition can provide learners with a lessthreateningcondition that can improve the chances of their L2 monologue speakingability.