The effect of Using Viber, on the Speech Fluency of Iranian EFL Upper- Intermediate Language Learners

Technology adds dimensions to the already multifaceted domain of second language learning. It enables learners and teachers to organize learning and instruction outside of the classroom, and it enables learners to reflect on and take control of their own learning. The researcher of this thesis made an attempt to measure the effect of using Viber on the speech fluency of Iranian English as Foreign Language (EFL) upper- intermediate learners. In order to address this issue, a quantitative study was conducted on 60 selected language learners from Iran Mehr language institute in Tehran. The selected learners were assigned into a Viber experimental group (30 learners) and a control non-CALL instruction group (30 learners). It was particularly hypothesized that there were not any statistically significant differences among the effects of Viber and non-computer assisted language learning (CALL) instruction on the speech fluency of upper intermediate Iranian EFL learners. Experimental group received feedback and necessary instruction through Viber applications while the control group was exposed to traditional instruction in an ordinary class. A pre-test was administered to the two groups at the beginning of the experiment to ensure that they had the same speech fluency background. At the end of the experiment, a post-test was assigned to the groups to determine whether the Viber and Skype had positively affected the learners speech fluency as compared with the non-CALL group. The study revealed that: (1) the Viber had a positive effect on the learners speech fluency; (2) the difference between the pre-test and the post-test for the control group was not statistically significant; (3) the experimental group was more differentiated than the control group, as shown by a statistically significant difference between the mean scores of two groups in the post-test in favour of the experimental group and (4) the experimental group obtained somewhat higher scores in the post-test than in the pre-test, it making the difference between the pre-test and post-test scores statistically significant.